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Vältalighet Och Mannafostran Vältalighet och mannafostran STEFAN RIMM Vältalighet och mannafostran Retorikutbildningen i svenska skolor och gymnasier 1724–1807 Örebro Studies in Education 32 Detta verk är licensierat under Creative Commons Erkännande-Ickekommersiell-IngaBearbetningar 3.0 Unported (CC BY-NC-ND 3.0) som ger tillstånd att kopiera, distribuera och sända verket på villkor att upphovsmannen anges, att verket inte används för kommersiella ändamål samt att verket inte förändras eller bearbetas. http://creativecommons.org/licenses/by-nc-nd/3.0/deed.sv Stefan Rimm Vältalighet och mannafostran. Retorikutbildningen i svenska skolor och gymnasier 1724–1807 Utgiven av Stefan Rimm Uppsala 2011 Tryck: Edita, Västerås Sättning: Stefan Rimm Framsidesbild: okänd konstnär; hämtad från ett tal hållet av Sven Digelius vid Klara skolas jubelfest 1749 Första upplagan Tryckt med bidrag från Örebro universitet och Letterstedtska föreningen ISBN 978-91-7668-823-6 ISSN 1404-9570 Till Astrid & Hedda Akademisk avhandling för filosofie doktorsexamen i pedagogik, framlagd vid Örebro universitet 2011 Abstract Rimm, Stefan (2011): Vältalighet och mannafostran. Retorikutbildningen i svenska skolor och gymnasier 1724–1807. (Virtuous Eloquence. Rhetoric Education in Swedish Schools and Gymnasiums 1724–1807.) Örebro Studies in Education 32. 349 pp. ISBN 978-91-7668-823-6 The overall aim of this dissertation is to explore the connections between rhetoric and civic and moral education. In the Latin schools (trivial schools, cathedral schools, and gymnasiums) in eighteenth-century Sweden, rhetoric still had a prominent position. In examining school rhetoric under the Swedish School Act of 1724, the study takes on rhetoric education in the broad sense, asking questions about teaching design and content, and about which texts were read and written. In addition to this, the dissertation discusses the moral content of the education as well as the function of the texts and exercises of rhetoric education in character and identity formation. The study also demonstrates the practices of rhetoric in schools and gymnasiums. Everyday classroom activities as well as ceremonies and festivities are treated as arenas for the display of erudition, asking questions about eloquence as a possible catalyst for the raising of schoolboys into men and citizens. Drawing from curriculum history, the investigation focuses on the content of the education. The ana- lytical framework regards educational content as multilayered, ranging from conceptual content to con- tent related to school subjects, syllabi and educational programmes, and further to socialisation content. Therefore a number of theoretical and methodological perspectives have to be employed in order to analyse a multitude of sources: from textbooks and records from schools to written curricula. The curriculum history foundation is therefore supplemented by theoretical inspiration from among other things the sociology of education and the sociology of literature, from the history of rhetoric and from gender history. The concept of virtue is given a special role in the construction of civic ideals and masculinities, two important aspects of an erudite identity cultivated in the early modern Latin schools. The dissertation shows that during the long period of time that the Swedish School Act of 1724 was effective – a total of 83 years, until 1807 – school rhetoric changed very little, and the changes that took place did so only slowly. A number of factors explain this rigidity. The same textbook, Elementa rhetorica by Gerardus Johannis Vossius, was used used in Swedish schools throughout the entire period studied. A shortage of textbooks led to older copies being used, and to a manual reproduction of textbooks and educational content. A canon or publica materies of classical, especially Latin, texts connected the branches of the trivium. It also worked as a common resource, read throughout the school: from fables and the short texts of compendia used in the first forms of the trivial schools to the philosophical and literary works used in the gymnasiums. The proximity between school rhetoric and the exemplary classical texts offers a further explanatory factor for the slow changes of 18th century rhetoric education. The rhetoric education in schools and gymnasiums appears as one of the most distinct illustrations of the early modern Swedish school’s twofold objective to transmit knowledge and instill virtue. The rhetori- cal pedagogical programme was not just about the arts and crafts of linguistic ornaments. School rhetoric had an even larger aim, combining knowledge and virtue into the training of an orator. Through the read- ing of the exemplary texts and the moral lessons taught by them, and through pupils’ own co-creation and rhetorical (re)production, a classical, medieval, Renaissance and Reformation legacy was passed on. In this legacy, the aim was virtuous eloquence. The learned world in and around schools and gymnasiums can be considered a premodern or early modern public sphere, filled with rhetorical ceremonials as a display of erudition and scholarly status. At the school level rhetoric was a representative resource that could justify the position of the scholarly community and the clergy, demonstrate the standing of the school and the church site in the city, and distinguish the learned from members of other social groups. Keywords: history of education, history of rhetoric, curriculum history, curriculum studies, rhetoric instruction, school rhetoric, trivium, virtue, citizenship, masculinities, gender history Stefan Rimm, School of Humanities, Education and Social Sciences, Örebro University, SE-701 82 Örebro, Sweden Innehåll Förord 11 DEL I: UTBILDNINGSHISTORIA OCH RETORIKHISTORIA Inledning till första delen 16 1. Utgångspunkter 19 Utbildningshistoria 20 Utbildningsinnehåll och analysnivåer 23 Curriculum, läroplanen 26 Utbildning och samhälle 29 Lärotexten 33 Retorik och vältalighetspraktiker 36 Manlighet, dygd och medborgarskap 40 Tolkning, tradition och tid 45 Material och avgränsningar 48 Forskningsöversikt 55 2. Utbildning och retorik från antiken till tidigmodern tid 62 Grekland 63 Rom 65 Medeltiden 67 Renässansen 69 Reformationen 71 1600-talet 74 3. 1700-talets skola 79 Skolordningarna 80 Skoldagen 84 Avslutning till första delen 90 7 INNEHÅLL DEL II: RETORIKENS PEDAGOGISKA PROGRAM Inledning till andra delen 92 4. Præcepta – det teoretiska retorikstudiet 95 Läromedlen 97 Skolordningen och läroböckerna 97 Läroboksförsörjningen 100 Bokbrist 101 Manuell lärotextsreproduktion 107 Vossius’ Elementa rhetorica 110 Elementa rhetorica i skolor och gymnasier 111 Utgåvorna 117 Andra läromedel 120 Rydelius’ Grammatista philosophans 120 Ernestis Initia rhetorica 123 Tabulæ rhetoricæ 124 Undervisningen enligt partes-läran 126 Inventio och dispositio – innehållet och dess ordnande 127 Elocutio – språkets klädedräkt 130 5. Lectionis exempla – läsningen av förebilderna 138 Latinstudiet: från glosor och grammatik till retorik 139 Teorianknuten klassikerläsning 146 Läromedlen: de klassiska texterna 151 Biblioteken: ordets institutioner 156 Stoffets skattkammare 158 6. Exercitationes – övningarna 162 Skrivövningarna 163 Themata 166 Exercitia stili 172 Orationer och talövningar 181 Exercitia disputatoria 181 Exercitia oratoria 184 Exercitia concionatoria 184 Imitatio och æmulatio – efterbildning och tävlan 185 Avslutning till andra delen 194 8 INNEHÅLL DEL III: SKOLRETORIK OCH MANNAFOSTRAN Inledning till tredje delen 200 7. Ärvda ideal – skolretorikens moraliska innehåll 202 Vossius’ Elementa rhetorica mellan raderna 204 Dygd och last i latinläsningen 211 Bilden av den gode mannen 212 Visdom, vänskap och andra dygder 215 Makten, mynten och lasten 219 Dygd och last i skrivövningarna 222 Johan Peter Carlmark och hans övningsböcker 223 Dygdens ljus 224 Flit och lydnad 225 Förnuft, kunskap och visdom 227 Dygd och gudsfruktan 227 Dygdens lön 228 Lasten, dygdens motsats 228 Människan och dygden 229 Sensmoral 231 8. Varför är du här? – om fostran till lärd man och medborgare 234 Lärda världar 237 Antikens landskap 238 En plantskola för läroståndet 239 Latin och latinkultur 244 Retorik och folkspråk 247 Skolrummet 251 Glans och uselhet 252 Informatorer och repetenter 256 Rekrytering, reproduktion och retorik 258 Ett samhälle i miniatyr 265 Skolan, staden och samhället 268 Djäkneliv 269 Festligheter och andra tilldragelser 272 Skolans och samhällets scener 276 Vandringen in i läroståndet 284 Avslutning till tredje delen 286 9 INNEHÅLL DEL IV: SLUTSATSER Avslutande diskussion 294 Skolretoriken och läroplansarvet 296 Den beständiga skolretoriken 297 Undervisning och innehåll 299 Vältalighetens scener 302 Skolretorik och moralisk fostran 304 Slutord 308 Summary 310 Writing the history of rhetoric education 311 The rhetorical pedagogical programme 312 School rhetoric as moral education 316 Conclusions 318 Bilaga: Klassiska romerska författare och texter i Falu trivialskolas fjärde klass 1724–1785 320 Förkortningar 323 Referenser 324 Personregister 344 Bilder 1: Wallmarks ”Elementa Rhetorices” 108 2: Uppslag ur Elementa rhetorica (1770) 122 3: Uppslag ur ”Oratio figurata” i Rydelius’Grammatista philosophans (1780) 122 4: Tabula rhetorica 125 Tabeller 1: Schema för trivialskolans fjärde klass 88 2: Schema för gymnasiet 89 3: Svenska utgåvor av Vossius’ Elementa rhetorica 118 4: Latinska och svenska retoriska termer hos Sven Hof 248 10 Förord Inledningsvis vill jag rikta ett varmt tack till min handledare, Agneta Linné. Genom avhandlingsarbetet och
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