LEADER 01937nam 2200385Ia 450 001 996387884303316 005 20200824132655.0 035 $a(CKB)1000000000624888 035 $a(EEBO)2240915285 035 $a(OCoLC)ocm45097497e 035 $a(OCoLC)45097497 035 $a(EXLCZ)991000000000624888 100 $a20000929d1688 uy 0 101 0 $aeng 135 $aurbn||||a|bb| 200 04$aThe Art of courtship; or, The School of delight$b[electronic resource] $eContaining amorous dialogues, complemental expressions, poems, letters and discourses upon sundry occasions, relating to love and business: Pleasant new songs, and directions for courtship and behaviour: And rules for carving flesh, fish, fowl; and cutting up pastry: Also to distinguish the best pieces, and decently to serve a table after the most modish and courtly manner. : With other delightful and profitable things, necessary for the accomplishment of all persons. : To which is added, the significance of moles, in any part of the body, in relation to good and bad fortunes. : As likewise, the interpretation of dreams, as they presage happiness or unhappiness to men and women, in all stations and conditions. : Very profitable and advantageous to all persons 210 $a[London] $cPrinted by J.M. for J. Back, at the Black Boy on London-Bridge$d1688 215 $a[24] p. $cill 300 $aIncludes illustrated added t.p. 300 $aReproduction of original in the Bodleian Library. 330 $aeebo-0014 606 $aCourtship 606 $aEtiquette 606 $aDreams$vEarly works to 1800 606 $aFortune-telling by moles 615 0$aCourtship. 615 0$aEtiquette. 615 0$aDreams 615 0$aFortune-telling by moles. 801 0$bEAE 801 1$bEAE 906 $aBOOK 912 $a996387884303316 996 $aThe Art of courtship; or, The School of delight$92336622 997 $aUNISA LEADER 04189nam 22008052 450 001 9910142529103321 005 20151005020621.0 010 $a1-107-11170-6 010 $a0-521-03612-7 010 $a0-511-32830-3 010 $a0-511-49668-0 010 $a0-511-11601-2 010 $a1-280-15171-4 010 $a0-511-05251-0 010 $a0-511-15423-2 035 $a(CKB)111056485624618 035 $a(EBL)202425 035 $a(OCoLC)171135462 035 $a(SSID)ssj0000175175 035 $a(PQKBManifestationID)11163809 035 $a(PQKBTitleCode)TC0000175175 035 $a(PQKBWorkID)10188912 035 $a(PQKB)10515006 035 $a(UkCbUP)CR9780511496684 035 $a(MiAaPQ)EBC202425 035 $a(Au-PeEL)EBL202425 035 $a(CaPaEBR)ebr10006809 035 $a(CaONFJC)MIL15171 035 $a(EXLCZ)99111056485624618 100 $a20090306d2001|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHumanism and education in medieval and Renaissance Italy $etradition and innovation in Latin schools from the twelfth to the fifteenth century /$fRobert Black 205 $a1st ed. 210 1$aCambridge :$cCambridge University Press,$d2001. 215 $a1 online resource (xv, 489 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 08$a0-521-40192-5 311 08$a0-511-01787-1 320 $aIncludes bibliographical references (p. 435-455) and indexes. 327 $aItalian Renaissance education: an historiographical perspective -- The elementary school curriculum in medieval and Renaissance Italy: traditional methods and developing texts -- The secondary grammar curriculum -- Latin authors in medieval and Renaissance Italian schools: the story of a canon -- Reading Latin authors in medieval and Renaissance Italian schools -- Rhetoric and style in the school grammar syllabus. 330 $aBased on the study of over 500 surviving manuscript school books, this comprehensive 2001 study of the curriculum of school education in medieval and Renaissance Italy contains some surprising conclusions. Robert Black's analysis finds that continuity and conservatism, not innovation, characterize medieval and Renaissance teaching. The study of classical texts in medieval Italian schools reached its height in the twelfth century; this was followed by a collapse in the thirteenth century, an effect on school teaching of the growth of university education. This collapse was only gradually reversed in the two centuries that followed: it was not until the later 1400s that humanists began to have a significant impact on education. Scholars of European history, of Renaissance studies, and of the history of education will find that this deeply researched and broad-ranging book challenges much inherited wisdom about education, humanism and the history of ideas. 517 3 $aHumanism & Education in Medieval & Renaissance Italy 606 $aLatin language$xStudy and teaching$zItaly$xHistory$yTo 1500 606 $aLatin language, Medieval and modern$xStudy and teaching$zItaly 606 $aEducational innovations$zItaly$xHistory$yTo 1500 606 $aEducation, Humanistic$zItaly$xHistory$yTo 1500 606 $aHumanism$zItaly$xHistory$yTo 1500 606 $aEducation, Medieval$zItaly 606 $aHumanists$zItaly 607 $aItaly$xIntellectual life$y1268-1559 607 $aItaly$xIntellectual life$yTo 1268 615 0$aLatin language$xStudy and teaching$xHistory 615 0$aLatin language, Medieval and modern$xStudy and teaching 615 0$aEducational innovations$xHistory 615 0$aEducation, Humanistic$xHistory 615 0$aHumanism$xHistory 615 0$aEducation, Medieval 615 0$aHumanists 676 $a488/.0071/245 700 $aBlack$b Robert$f1946-$0522418 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910142529103321 996 $aHumanism and education in medieval and Renaissance Italy$9826888 997 $aUNINA