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(2,595 words)

Author(s): Matthes, Eva | Antoni, Silke
A. IntroductionThe dispute over the correct, appropriate reception of Antiquity and the ancient languages (Greek; Latin) was one of the key points of conflict in 18th-century pedagogics. Two groups can be distinguished in general: the Enlightenment pedagogues, known as thephilanthropinists, and the Neo-Humanists, known as the Philhellenists (German New Humanism). The two groups had common ground: criticism of the role Antiquity was allotted (or had increasingly taken on) in the teaching of boys and youths, especially at the Latin Schools of the 17th century. The ancient la…
Date: 2021-01-25


(3,130 words)

Author(s): Antoni, Silke | Matthes, Eva
A. IntroductionEngagement with the languages and culture of Classical Antiquity, being an element of higher education in the 18th century, was reserved for a small segment of the population—the so-called ‘learned’ classes—and proceeded either with the help of private tutors or through attendance at an institution of secondary education.The term ‘secondary education’ covers all institutions that promised academic training preparatory to (tertiary) studies at university (e.g. Latin schools, Gymnasien, lycées). Along with religious instruction, these schools focuse…
Date: 2021-01-25