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model for a century all over Europe. His ideal in education was "to direct the aspiration of the scholars toward God, to develop their intelligence, and to render them useful citizens by teaching them the skill to communicate their thoughts and sentiments with persuasive effect." Sturm's emphasis on
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Sturm implemented a gradation of the course of study, and novel methods of instruction. His system of classes (practically the same that still prevailed in all gymnasia some centuries later), his classification of literary material for use in schools, his writing of
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and other
Lutheran critics) was resolved in 1563, but the theological complaints against Sturm's views, and those of his staff, persisted; in 1570 Sturm offered to resign, but the city council declined to accept. Sturm's ongoing conflict with
252:(now called Jean Sturm Gymnasium), there, which provided the model for the modern German gymnasium. He directed the school for 43 years, and the school attained a wide celebrity, becoming an influential model for
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and with the stricter enforcement of the
Lutheran confession in Strassburg after 1555, Sturm became involved in ongoing controversies. He upheld the broader views of Bucer, and was influenced by his Biblical and
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and other rhetoricians. The Greek and Latin historians, philosophers and natural scientists appear on the reading lists only occasionally.
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He undertook diplomatic missions on behalf of
Strassburg, the Protestant estates and the king of France. He attended the conferences at
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In addition to the Jean Sturm
Gymnasium, Foyer Jean-Sturm, a modern student dormitory in Strasbourg, also bears his name.
298:(1564). His influence is seen in the school regulations of WĂĽrttemberg (1559), Brunswick (1569), and Saxony (1580).
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agitated for its official imposition in
Strassburg, supported in the ensuing pamphlet war by the Swabians
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Sturm was often asked to advise on the creation or reform of schools, among others the gymnasium at
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eloquence and rhetoric is reflected in the readings prescribed for students:
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views towards a non-dogmatic
Christianity. A dispute over the orthodoxy of
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Sturm was generally regarded as the greatest educator connected with the
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was adjudicated in Sturm's favor in 1575. But the 1577 Lutheran
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181:; 1 October 1507 – 3 March 1589), was a German educator and
447:(third ed.). London and New York: Funk and Wagnalls.
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form the Latin syllabus, and in Greek the focus is on
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244:in 1537, and in 1538 he set up the Protestant
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271:in 1541; and went with Bucer to meet the
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16:German educator and Protestant reformer
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441:Jackson, Samuel Macauley, ed. (1914).
327:reopened the conflict; the theologian
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520:(1st ed.). New York: Dodd, Mead.
500:(1st ed.). New York: Dodd, Mead.
614:People of the Protestant Reformation
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256:gymnasia especially in Germany.
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609:Old University of Leuven alumni
189:system of secondary education.
517:New International Encyclopedia
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277:War of the Schmalkaldic League
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594:16th-century German educators
553:Mathematics Genealogy Project
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314:(whom Sturm defended against
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19:Not to be confused with
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534:Encyclopedia Americana
308:Renaissance humanistic
279:, to seek the help of
250:Schola Argentoratensis
223:Protestant Reformation
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205:, and went on to the
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44:Jacob van der Heyden
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301:After the death of
183:Protestant reformer
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79:3 March 1589
42:Portrait by
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589:1589 deaths
584:1507 births
380:Demosthenes
303:Jacob Sturm
215:Demosthenes
94:Nationality
578:Categories
479:References
281:François I
269:Regensburg
254:humanistic
242:Strassburg
227:Protestant
171:Jean Sturm
61:1507-10-01
560:Gymnasium
388:textbooks
289:Lutherans
285:Huguenots
246:gymnasium
199:Schleiden
193:Biography
187:gymnasium
175:Latinized
110:Education
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565:Archived
371:Eclogues
357:humanist
341:Northeim
296:Lauingen
131:Pedagogy
551:at the
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321:Marbach
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366:Virgil
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347:Legacy
248:, the
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562:today
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