Humanism and Education in Medieval and Renaissance Italy: by Robert Black

By Robert Black

The declare, crucial to many interpretations of the Renaissance, that humanists brought a revolution within the school room is refuted in Robert Black's masterly survey, in response to over 500 manuscript institution books. He indicates that the examine of classical texts in faculties reached a excessive aspect within the 12th century, by way of a cave in within the 13th as universities rose in influence.

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Humanism and Education in Medieval and Renaissance Italy: Tradition and Innovation in Latin Schools from the Twelfth to the Fifteenth Century

The declare, crucial to many interpretations of the Renaissance, that humanists brought a revolution within the school room is refuted in Robert Black's masterly survey, in line with over 500 manuscript college books. He exhibits that the learn of classical texts in colleges reached a excessive element within the 12th century, by means of a cave in within the 13th as universities rose in impact.

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Silk (); Silk; Nauta (). Black and Pomaro (), esp. –; Federici Vescovini (); Frati (). Italian Renaissance education  ological range embracing both the middle ages and Renaissance does not arise. Once, however, it is realized that similar texts were read and glossed at school throughout the medieval and Renaissance periods, then there arises the problem of why humanist educators and their medieval forerunners, the Italian schoolmasters of the thirteenth and fourteenth centuries, eliminated the rich moral and philosophical content of the commentary tradition emanating from earlier medieval schools.

The editor of a new Aldine printing 74 77 75 Grendler (), . See ch.  below. –. –.  Italian Renaissance education () of the Comoediae, who claimed to have spent years teaching Venetian youths, made this point. One must explain orally to boys that Terence develops virtue. ”’79 These Italian teachers asserted that there was a connection between reading classical literature and the development of good character, but their classroom practice (not surprisingly, given the dubious morality of so much Roman poetry and drama), as revealed by their commentaries, did not develop the links explicitly or concretely.

The humanist schools were identical neither to the elementary schools nor to the universities of medieval Italy: 15 Garin (), . 16 Garin (), . 17 Garin (), . 18 Garin (), xxii. 19 Educators such as Guarino Veronese or Vittorino da Feltre, as well as their humbler imitators among communal teachers, developed broader institutions of secondary instruction, which provided a wide general education, taking pupils from elementary Latin up to the threshold of professional university study.

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