Premonstrátská kolej Norbentinum v Praze: alternativy univerzitního vzdělání v 17. a 18. století
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| Main Author: | |
|---|---|
| Format: | Book |
| Language: | Czech |
| Published: |
Praha
"Casablanca"
2011
|
| Edition: | Vyd. 1. |
| Series: | Tempora et memoria
2 |
| Subjects: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024626510&sequence=000003&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=024626510&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| Item Description: | Zsfassung in engl. Sprache u.d.T.: St Norbert's College, Prague: a Premonstratensian alternative to university education in the seventeenth and eighteenth centuries |
| Physical Description: | 281 S. Ill. |
| ISBN: | 9788087292129 |
Staff View
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| 500 | |a Zsfassung in engl. Sprache u.d.T.: St Norbert's College, Prague: a Premonstratensian alternative to university education in the seventeenth and eighteenth centuries | ||
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Record in the Search Index
| _version_ | 1819302565863489536 |
|---|---|
| adam_text | Obsah
Předmluva
...................................................................................... 9
Vznik a
organizace řádu premonstrátů
s
ohledem
na jeho působení v českých zemích
............................................... 14
Vznik a organizace řádu premonstrátů
... 14
Premonstráti v Čechách. Nástin vývoje Strahovského kláštera
... 19
Strahovský majetek a strahovské
f
ary v
17.
a
18.
století
... 21
Obecné předpisy pro vzdělávání
u
premonstrátů
a možnosti jejich realizace
............................................................. 24
Předpisy pro vzdělávání v řádu premonstrátů
... 24
Premonstrátský řád a jansenismus
... 29
Řádová studia v klášterech české a moravské cirkárie
.................. 31
Úvodní poznámka
...
зі
Hradisko
и
Olomouce
... 32
Louka
и
Znojma
... 38
Zábrdovice
... 42
Strahov
... 44
Teplá
... 53
Nová Říše
... 55
Želiv
... 56
Závěr
... 59
Prameny a literatura
к
dějinám premonstrátské
koleje
Norbertinum
....................................................................... 64
Rukopisné prameny
... 64
Tištěné prameny
... 69
Dosavadní zpracování dějin koleje
... 70
5
I
Založení koleje Norbertinum
...........................................·...........··
73
Kolej
и
sv.
Mikuláše v Praze
... 73
Studium strahovských premonstrátů
и
jezuitů v Olomouci
76
Výměna kostela
и
sv.
Mikuláše a výstavba
Norbertina .78
Studium strahovských premonstrátů na univerzitě
v Ingolstadtu
... 91
Kolej Norbertinum v zrcadle statut, ustanovení
provinciálních kapitul a účetního materiálu
................................. 93
Osudy koleje Norbertinum ve znamení úzkých
vztahů
s
arcibiskupským seminářem
............................................ 106
Vztah
Norbertina
ke klášterům v cirkárii
...............................···.·· 115
Knihovna koleje Norbertinum
..........................,............................124
Stavební vývoj koleje akostela
.....................................................129
Premonstrátští profesoři na arcibiskupském semináři
.................131
Úvodní poznámka
.,.131
К
textům vydávaným
и
příležitosti slavnostních disputací
na arcibiskupském semináři
... 132
Postavení profesorů v arcibiskupském semináři
v rámci klášterní komunity
...........................................................134
Cesta
к
profesuře
... 135
Další kariéra
... 137
Obsahy výuky filozofie, kanonického práva a teologie
..................140
Filozofie
... 141
Teologie a kanonické právo
... 144
Závěr
......................................................... ............
153
I
6
Strahovští premonstráti jako profesoři
Alexius
Perelcius
... 157
Vít
Rössler
... 160
Josef
Schwartz
... 162
Zikmund Dřímal
... 167
Jeroným
Hirnheim ...
њѕ
Amandus Fridenfels
...
i70
Hyacint Hohmann
... 172
Gottfried Stehr... 174
PetrGuttlaw
... 178
Gilbert Himmer...
i82
Bruno
Kunovský
...
I88
Jeroným
Kichler
...
I88
Christian
Hoffmann
...
m
Chrysostomus
Schultz ...
192
Marian
Hermann
...193
Jan Zettel... 197
Ondřej Cheno
... 197
Ka/ae/
ГоЫ
...198
Blažej
Stephan ... 201
Norbert
Fassmann ...
203
Prokop
Frischmann ... 204
Valerián
Fridrich
... 207
Benedikt
Beyer...
208
Liborius
Übel... 212
па
arcibiskupském semináři
Gabriel
Kaspar... 213
Tadeáš
Schwaiger... 214
Michael Bretschneider
...
218
Daniel Miintzenrieder
... 219
Adolf
Schönegg ... 219
Ludvík Tittler
... 220
Alois
Fiedler ... 222
Adam Wa/ker
... 224
Dismas Columbani
... 226
ŠebestiánKropatsch
... 227
Josef
Winkelburg
... 227
Filip
Neri
Straka
... 228
Jan Křtitel Gandert
... 229
František
Daller
...
230
Bohuslav
Herwig ... 232
Dominik Mikusch
... 235
Ambrož
Schmidt... 236
Michae/Los
...
2З8
CandidusSaethler
... 239
Sřard Bartovský
... 240
Gabriel Schóttner
... 240
JiljíChládek
... 241
Rafael
Ungar ... 242
Summary
..................................
,
....................................................244
Seznam zkratek
.............................................................................250
Prameny
...............,.........................................................................251
Literatura
......................................................................................265
Seznam vyobrazení
........................................................................274
Rejstřík
..........................................................................................275
I
7
I
St
Norberťs
College, Prague:
A Premonstratensian Alternative
to University Education in the Seventeenth
and Eighteenth Centuries
Summary
The religious orders of early modern central Europe were
élite
intel¬
lectual centres. Though the Jesuits were foremost among them, other
institutions were important as well. The exceptional status of these
institutions was to a large extent because of their work in education.
This activity was focused, on the one hand, on training young mem¬
bers of the orders and passing on knowledge necessary for the calling
of the order or the priesthood and, on the other hand, on the educa¬
tion of youth outside the orders. The latter aspect was a field on which
the Jesuit Order placed particular emphasis. Consequently it gained
what amounted to a monopoly on public education in the
Habsburg
Monarchy in the seventeenth and eighteenth centuries. Each order,
however, largely determined their own regulations for educating their
own young members. This education was more or less centralized. Al¬
though home study in the individual monasteries could provide suffi¬
cient training, superiors of the order could also send young members
to institutions and colleges established by larger units within the or¬
der s hierarchy (that is, by the Provinces) or to established universities.
This publication outlines the history of St
Norberťs
College (the
Norbertinum). In
1605
the General Chapter of the Premonstratensian
Order1 issued a decree on the founding of a college. In Salamanca and
Louvain/Leuven, this kind of establishment already existed. The col¬
lege at Prague was founded for the education of the younger members
1
The Premonstratensians are also known as the Order of Canons Regular of
Prémon¬
tré,
the
Norbertines,
and, in the British Isles, the White Canons.
244
of the Circary of Bohemia and Moravia.2 Several other colleges were
established elsewhere during the rest of the seventeenth century. The
founding of the college in Prague is linked to the name
Kaspar von
Questenberg, the abbot of
Strahov
from
1612
to
1640,
who supported
it financially and with tireless work. The circumstances in Bohemia
and Moravia were special. In the period after the Battle of the White
Mountain
(1620),
the Premonstratensian Order joined in the Counter-
Reformation mainly by intense work in the upbringing and education
of young members of the order, particularly as future priests and chap¬
lains. The period from
1620
to the 1650s was characterized by the Jesu¬
its dispute with Cardinal Ernst Adalbert
von Harrach,
the Archbishop
of Prague, over who would have the main influence at Prague Univer¬
sity. The diocesan archbishop s seminary, established by an order of
the Council of Trent, was intended as a counterweight to the faculties
of arts and theology at Prague, which were controlled by the Jesuits,
particularly when Harrach managed to get university privileges for the
seminary (confirmed by a papal bull), enabling, among other things,
the awarding of academic degrees.
In Bohemia, however, where the circumstances of the diocesan cler¬
gy during the Thirty Years War were extremely difficult, this ambitious
project required the cooperation of other institutions and individuals.
The archbishop managed to win over to his side Questenberg and se¬
veral Premonstratensian, Cistercian, and Benedictine abbeys. St Nor-
bert s College was granted a papal bull in
1639,
which guaranteed it
the same privileges as the archbishop s seminary. It was expected that
Premonstratensians would live in the college, attend the seminary, and
provide teaching staff. The public grammar school was moved from the
seminary to the college. Since the Premonstratensians, Cistercians, and
Benedictines lacked qualified teachers for the seminary, the Observant
Franciscans of the Province of Ireland undertook the task, and estab¬
lished an exile college in Prague in
1629.
Activities aimed at establishing a public school (and thus providing
some competition to the university) incurred the displeasure of both
the monarch and the Jesuits of the Bohemian Province. In November
1641
the seminary and the grammar school were forcibly closed down
and before long the
Habsburg
governors
(Statthalter)
of Bohemia and
Moravia forbid all inhabitants of the kingdom to send their children to
these schools. Despite the archbishop s and the abbot of
Strahově
in¬
tervention at the Sacred Congregation
de
Propaganda Fide, the arch-
Circary is a Premonstratensian term for Province. The well-established appellation
Circary of Bohemia and Moravia is imprecise, since monasteries in Silesia and Up-
Per and Lower Austria were also part it.
245
bishop s seminary and St Norbert s College were permitted to continue
as selective educational institutions, intended almost exclusively for
the education of members of the order and future diocesan priests. This
dispute probably increased the tensions between Prague University
and St Norbert s College, which had first appeared when instruction
in canon law was introduced at the college and then at the seminary
in the 1670s and also in the university s reservations about granting
degrees to Premonstratensians who taught in the archbishop s semi¬
nary. Despite the undoubted qualifications of the Irish Franciscans,
the staffing policies of the superiors of the Franciscan college did not
always comport with the need to increase the teaching staff of the
archbishop s seminary. Consequently, in the early 1690s, Archbishop
Johann Friedrich
von Waldstein (1642/4-1694)
concluded an agreement
with the Premonstratensians, Cistercians, and Benedictines, whereby
the teaching posts were to be occupied only by members of these three
orders. A certain role in this exchange was also played by local institu¬
tions that were able to offer sufficiently qualified teachers, yet their
representatives felt somewhat pushed aside by the Irish. Moreover,
shortcomings were discovered during inspections of the Irish friary.
From a theological point of view, the exchange meant that instruction
in the spirit of Scotism was substituted for by ideology not favouring
any particular school; it remains unclear to what extent the new teach¬
ers copied or, on the contrary, opposed the theology nurtured by the
Jesuits at the university. The efforts to ensure that the teachers had
degrees soon petered out: it was considered qualification enough for
most of the Premonstratensian teachers to have graduated from the
archbishop s seminary, sometimes with additional teaching experience
as part of their studies in their home monastery.
St Norbert s College also endeavoured to affirm its standing as the
sole educational institution for Premonstratensians in the Bohemian
and Moravian circary. Yet these efforts also failed and the conception
was abandoned relatively soon after Questenberg s death. The college
was always considered
a Strahov
foundation (and rightly so, in view
of the sums expended by the abbey) and it was usually run only by the
houses that also contributed financially
-
namely, the abbeys in
Teplá
(Tepl) and
Želiv
(Seelau).
By contrast, the Moravian abbeys of
Hradisko
(Hradisch) near
Olomouc
(Olmütz)
and
Louka
near
Znojmo
(Znaim)
tended to be oriented to the University of
Olomouc,
which played an
important role particularly in the
Hradisko
abbey. With time, as the
houses were consolidated, the home study of philosophy and theology
gained in importance. Except for the
Teplá
and
Želiv
Premonstraten¬
sians, the number of students of the circary was therefore not particu¬
larly high and it was sometimes influenced by wartime events; students
246
from
Hradisko
came to Prague in
1663
because of the Turkish threat.
Premonstratensians from abbeys in other circaries sporadically also
appeared at the college. The predominant influence of
Strahov
was
clearly manifested in the filling of teaching posts: the
Strahov
abbots
sought to prevent an excessively large influx of applicants from
Teplá
or
Želiv.
The dispute between the abbots of
Strahov
and
Želiv
had to
be settled by the abbot general in the 1740s.
This publication mostly considers the dramatic events and devel¬
opments of the college in the early decades after its founding. In later
chapters, it focuses on specific sets of questions: it provides an analy¬
sis of the college statutes and compares them with the statutes of
other orders colleges. It considers the relationship between the col¬
lege, the archbishop s seminary, and the dreary, and discusses the col¬
lege library. It also closely considers developments at St Norbert s Col¬
lege during the educational reforms of Empress Maria Theresa and
Joseph II in the second half of the eighteenth century. Although the
monarchs interventions made it possible to break the Jesuit monopoly
on education at Prague University and enabled members of other or¬
ders to teach there, other tendencies were aimed at banning schools
run by orders, since they were often considered to be of poor qua¬
lity or secondary unimportance. The gradual limiting and curtailing
of their powers and autonomy ended with the energetic intervention
of Joseph II, who made it a condition that one had to graduate from
a general seminary before being ordained as a priest or entering an or¬
der. The abandoned grounds of St Norbert s College, which would have
ultimately been only a burden on the monastery, were handed over to
the public treasury. At the time, this could have also been considered
an obliging gesture by the abbot to a monarch who was in no way fa¬
vourably inclined towards religious institutions.
Apart from the history of the college, the second part of the publica¬
tion provides sketches of the lives and works of
Strahov
Premonstrat¬
ensians teaching at St Norbert s College and the archbishop s seminary.
The individual biographical sketches are based on extensive archive
research. They focus on the teachers own student years, teaching work,
and subsequent careers. From the sixteenth century onwards, joining
the
Strahov
Abbey was an aim mainly of sons of bourgeois families,
burghers who had been raised to the nobility, and members of the
lesser aristocracy. One rarely comes across the name of a member of
the higher aristocracy. From his novitiate onwards, each canon s life
developed roughly in the same way: from positions of less responsi¬
bility in the monastery and then to studies for a position as a priest
or a chaplain, or from teaching in the archbishop s seminary or home
studies to a prelate s rank, a leading position in the community, or in
247
the independent administration of a parish or country estate. Being
a teacher was situated roughly in the middle of this career (with the
exception of several teachers who either died relatively young or con¬
sidered teaching to be the only career they aspired to). For a number
of canons, working at the archbishop s seminary was merely the begin¬
ning of their path to senior positions in the abbey hierarchy. Teach¬
ing experience, however, was not required; teaching posts were usu¬
ally filled by men who, by intellect and character, were destined to be
superiors.
Instruction at the archbishop s seminary is another area considered
in the publication. The mostly abundant surviving sources can use¬
fully be divided into two groups. The manuscripts are mostly related
directly to lectures. Some are lecture notes taken by students or, to
a lesser extent, teachers notes. The notes from lectures often con¬
tain interesting information about the length of individual courses
and about who taught them, facts often missing from the narrative
sources. The printed sources comprise philosophical or theological
theses, which students defended. Their length runs from between one
sentence to several paragraphs and they were published in relatively
different ways. The most common kind is a simple list of theses with
the date and place of disputation and the name of each praeses and
student or students, either as a single sheet or a notebook in which
information about the disputation appears on the title page. A consid¬
erably grander form of representing the archbishop s seminary is the
copper engraving. Here, the words are visually less prominent than the
pictures which, in variously complicated symbolic ways, express theo¬
logical, philosophical, and monastic subjects as well as the relationship
to the donor. Another form of presentation began to appear from the
mid-seventeenth century onwards, eventually becoming widespread,
particularly in defending theses in canon law and theology. These are
academic works by teachers, to each of which a print is bound either
at the beginning or the end of the thesis defence.
In the biographical sketches of teachers, the publication endeavours
to provide full bibliographies, though obviously this cannot be truly
comprehensive at this stage. Some prints and a number of manuscripts
are most certainly concealed in monastery libraries whose holdings
have not yet been fully catalogued. The discovered works are briefly
described, although they have yet to be studied in detail by an historian
of philosophy or early modern theology. The first problem related to
courses on philosophy arises in defining the term itself: what we now
conceive under the term philosophy is, as has been aptly noted by
Paul Richard Blum, philosophers philosophy1. The course in philoso¬
phy at the archbishop s seminary was, however, typical of school phi-
248
losophy ,
which was also distinguished from philosophers philosophy
by its methods. There was no single standard course to guide teachers
in how to compose their lectures. In practice, new courses were contin¬
ually created, but made no claim to originality and, instead, presented
the same material much as before. The teaching of school philosophy
was strongly influenced by the Jesuit Ratio
studiorum
(Plan of Stud¬
ies) regardless of what order the school belonged to, and was based on
commentary on the works of Aristotle.
The Premonstratensians did not obtain access to faculties of theo¬
logy until the departure of the Franciscans. Here too, as in philosophy,
there was a distinct departure from Scotism, so that Scotist authors
commentaries to Peter Lombard s Four Books of Sentences
(сШО)
were
substituted for by pertinent passages from Thomas Aquinas s
Summa
Theologice (1265-1274).
It remains a question to what extent the teach¬
ers made their interpretations (based on the
Summa)
conform to us¬
age at the Jesuit schools; too few lectures have survived, however, for
scholars to conduct any substantial research on this. In the mid-eight¬
eenth century, historical topics also began to appear with increasing
frequency, often written with regard to the history of heretical move¬
ments; the emphasis on the genesis of the disputes about the purity of
learning was probably the result of an endeavour to explain Enlighten¬
ment heresy and to fit it into the known, logical system. Nor should
we overlook the intensified policy against non-Roman Catholics in the
first half of the reign of Charles VI (emperor,
1711-1740)
and in the reign
of Maria Theresa (empress,
1740-1780),
which could have led to greater
demand for this kind of historical-dogmatic discussion. The number of
polemical works aimed against authors who had attacked the essence
of religion and the Church in general also increased. Scarcely under¬
standable manuscripts and published discussions therefore conceal
the relatively dynamic development of the order, whose syllabus was
in many respects based on the tradition of Jesuit schooling, but, in
terms of form, clearly endeavoured to surmount aspects that were, in
their day, considered its weaknesses.
249
|
| any_adam_object | 1 |
| author | Kuchařová, Hedvika 1971- |
| author_GND | (DE-588)132034808 |
| author_facet | Kuchařová, Hedvika 1971- |
| author_role | aut |
| author_sort | Kuchařová, Hedvika 1971- |
| author_variant | h k hk |
| building | Verbundindex |
| bvnumber | BV039765414 |
| ctrlnum | (OCoLC)772959700 (DE-599)BVBBV039765414 |
| edition | Vyd. 1. |
| era | Geschichte 1600-1800 gnd |
| era_facet | Geschichte 1600-1800 |
| format | Book |
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| geographic_facet | Böhmische Länder Prag |
| id | DE-604.BV039765414 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T16:02:04Z |
| institution | BVB |
| isbn | 9788087292129 |
| language | Czech |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024626510 |
| oclc_num | 772959700 |
| open_access_boolean | |
| owner | DE-12 DE-M457 |
| owner_facet | DE-12 DE-M457 |
| physical | 281 S. Ill. |
| psigel | DHB_JDG_ISBN_1 |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | "Casablanca" |
| record_format | marc |
| series | Tempora et memoria |
| series2 | Tempora et memoria |
| spellingShingle | Kuchařová, Hedvika 1971- Premonstrátská kolej Norbentinum v Praze alternativy univerzitního vzdělání v 17. a 18. století Tempora et memoria Prämonstratenser (DE-588)1009039-3 gnd Bildungseinrichtung (DE-588)4145467-4 gnd |
| subject_GND | (DE-588)1009039-3 (DE-588)4145467-4 (DE-588)4069573-6 (DE-588)4076310-9 |
| title | Premonstrátská kolej Norbentinum v Praze alternativy univerzitního vzdělání v 17. a 18. století |
| title_auth | Premonstrátská kolej Norbentinum v Praze alternativy univerzitního vzdělání v 17. a 18. století |
| title_exact_search | Premonstrátská kolej Norbentinum v Praze alternativy univerzitního vzdělání v 17. a 18. století |
| title_full | Premonstrátská kolej Norbentinum v Praze alternativy univerzitního vzdělání v 17. a 18. století Hedvika Kuchařová |
| title_fullStr | Premonstrátská kolej Norbentinum v Praze alternativy univerzitního vzdělání v 17. a 18. století Hedvika Kuchařová |
| title_full_unstemmed | Premonstrátská kolej Norbentinum v Praze alternativy univerzitního vzdělání v 17. a 18. století Hedvika Kuchařová |
| title_short | Premonstrátská kolej Norbentinum v Praze |
| title_sort | premonstratska kolej norbentinum v praze alternativy univerzitniho vzdelani v 17 a 18 stoleti |
| title_sub | alternativy univerzitního vzdělání v 17. a 18. století |
| topic | Prämonstratenser (DE-588)1009039-3 gnd Bildungseinrichtung (DE-588)4145467-4 gnd |
| topic_facet | Prämonstratenser Bildungseinrichtung Böhmische Länder Prag |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024626510&sequence=000003&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=024626510&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV037465177 |
| work_keys_str_mv | AT kucharovahedvika premonstratskakolejnorbentinumvprazealternativyuniverzitnihovzdelaniv17a18stoleti |