Protestantism Alsace J.-F Oberlin Lot Of 3 Framed Pieces Various

Description: [5][PROTESTANTISM - PIETISM - PHILOSOPHY OF ENLIGHTENMENT - EDUCATION - SOCIAL PROGRESS - RELIGION - THEOSOPHY (in its first sense) - EARLY 19th century - ALSACE - BAN DE LA ROCHE] To be continued on ebay...some original drawings and various objects from the same provenance concerningJean-Frédéric OBERLIN...Jean-Frédéric OBERLIN 1740-1826- Jean-Frédéric Oberlin (1740-1826) An exemplary figure Born in Strasbourg, where his father was a professor at the Protestant College ("Gymnasium"), he studied philosophy in this city, then theology, and in 1767 became pastor of the Lutheran church of Waldersbach, a parish in the county of Ban -de-la-Roche, which is located about thirty kilometers west of Strasbourg, a deprived mountain region, with poor soil and a harsh climate, with a population of ignorant “savages”, speaking a dialect Lorraine. He will remain there all his life, leading an exceptional experience.In his pastoral ministry, inspired by the German “pietist” movement, he is convinced that the elevation of the human soul towards the spiritual requires a significant improvement in the material conditions of existence. -For the various objects which follow, it is impossible for me to affirm that they belonged directly to J.-F. Oberlin, or to his family, or even to his close circle...Quite simply, the provenance is the same that the objects already put on sale, and which I have grouped for convenience under the generic title [Protestantism Alsace J.-F. Oberlin](4)We sell here3 Framed Pieces1- 1 Rare small portrait representing Johann Georg STUBERPastor at Ban de la Roche, predecessor of Mr OBERLINLitho. of Simon P. & F. in StrasbourgPresented modestly under glass, some small visible foxing under the glassThe glass is brokenUnframedSize approximately 21x12cmSold in as described, as found condition...- Jean-Georges Stuber Jean-Georges Stuber, born April 23, 1722 in Strasbourg and died in the same city January 30, 1797, was a French pastor, teacher, pietist, linguist and musician, predecessor of Jean-Frédéric Oberlin at Ban de la Roche. BiographyJean-Georges Stuber was born in Strasbourg on April 23, 1722. He continued his studies in the same city, first at the Protestant gymnasium where he entered on Mars 13, 1730, then at the university before becoming a pastor.In 1750, he was appointed to Waldersbach for the first time and married there, the following year, Marguerite-Salomé Reuchlin, daughter of a theology professor. When his JEUNE wife, aged 20, died in childbirth on August 9, 1754, he left them for the rich parish of Barr1. He delivered his farewell sermon on November 24, 1754.In Barr, he became friends with the Lorenz brothers, and remarried their sister Anne-Marie. However, and again against the advice of those close to him, he happily accepted being renamed to Waldersbach from 1760 to 1767, at the request of his former parishioners who were disappointed with the pastor appointed after him.Stuber develops new teaching methods, particularly in the field of reading, and set up, around 1762, one of the first lending libraries in the world, which Pastor Oberlin would develop when he succeeded him at Waldersbach in 1767. This native German speaker is very concerned about the illiteracy of the population.It organizes courses for children and adults. He is a pioneer in the field of adult education.In 1766, Stuber, in fragile health, accepted the parish of Saint-Thomas in Strasbourg, where he exercised his ministry for 30 years. Before leaving, he took care to look for a trustworthy successor and found him in the person of Jean-Frédéric Oberlin (1740–1826). He died on January 30, 1797.ContributionsThe Methodical Alphabet Stuber-AlphabetIn 1762, he published, for the attention of all his parishioners (children and adults of both sexes), a methodical Alphabet to facilitate the art of spelling and reading in French, small format of 52 pages for 47 lessons having no other rule than to work on the natural musicality of the language. Each lesson isolates a precise pronunciation or spelling, arising from the different possibilities of arrangement of letters or their characteristics. Words, to sing-rhythm, built on the model studied, illustrate each of the lessons without any other link between them. Stuber first presents “natural pronunciations”, those where there is a total correspondence between writing and phonics. After studying in this one little book, learners “will be surprised that they can read them all.”Until 1920–1930, many generations in this region used the Methodical Alphabet. We can get some idea of the effect from the story his daughter told JW Baum about a man "who was overstaying to receive medical care from patriots... It was a rural, full of kindness and from the interior of the country. He expressed the desire to use his convalescence to learn to read and write. We went to look for Stuber's little book where only isolated words appeared with no links between them and in a short time the whole process was studied. Then the clever teacher gave her a booklet of simple and easy stories, telling her to go to the garden and try to grasp one thing or the other. Barely ten minutes later, he ran back up the stairs, out of breath and enthusiastic, giving vent to his surprise: “But this book speaks to me! He says words to me; he speaks to me as if you were speaking to me! » . Then he went back down to continue his magical attempt and could no longer detach himself from this book which had so suddenly disappeared. started talking to him like a human being. »“I developed what I called a methodical Alphabet which explains the difficulties of reading and spelling French and engraves them in the children's memory, without rules, with the help of easy training”.“French spelling being loaded with a lot of artificiality, the idea that we followed in this booklet is to first present to the child only a completely natural pronunciation, to give him time to conceive of the effect of letters, this strong and deep impression, which cannot be born under the irregularities of artificial pronunciation. By natural pronunciation we must understand that which is offered in the names of the letters themselves, by artificial that which varies, suppresses or alters the sounds represented by these names. The first part of the booklet contains, in five chapters, absolutely natural pronunciation. We will see that in a short time the student will be able to read this part. Only then, or when it is not far from it, will we have to move on to the second.”“I ended up making a test to see if I could find, in French, a sufficient number of entirely natural words to fill at least a few pages. And I succeeded. At the top, I put those whose syllables all have only two letters starting with the consonant (built, polite, truth, felicity, generosity): I found around a hundred of them. Then came those who began with a vowel, but included in their body the first type of syllables (armed, duel, obligatory, artificial). Then, there were the words where a single vowel forms the syllable (ami, lia, advised, epia, variety), then those where the vowel appears between two consonants (mal, pure, formed, fatal), and finally, those where the consonants follow one another (brief, Brest, blamed, Gibraltar). There were thus five chapters covering seven pages and constituting the first part of my Methodical Alphabet. The children had to know how to read this booklet fluently before being allowed to move on. The second part, eleven chapters, presented the first cases of divergent pronunciation.The other methods of playful learning to read at his time, or even today, are based on a didactic conception where the written sign refers to the word without phonological mediation while Stuber creates a tool which adjusts to the potential of the subject and to his cognition. We notice the nod to the sound alphabet of Coménius, the proximity with the Rousseauist conception of languages, which before being "spoken" were already given in the melody, the vocal inflections, and it is indeed this entry by the sound sign, by the form which distinguishes it:“The challenge of the method is that the meaning will come later, we start by working on the rhythm, the sound of the language, the intensity of the words, etc. We start by working on everything that is musical in the language, everything that is in the domain of expression and we only arrive at understanding in a second step. The only thing that needs to be given is tools, ([…] put in place tools that will allow him to learn to read on his own, naturally, it is a human skill, everyone learns to read by from the moment he has the tools to do so. But for him, the tools are the establishment of a correct language organized from the point of view of sounds and which will allow learners to have all the elements to then construct meaning, to construct their language for entry into writing. Thus, someone can come from any culture, speak any language, if they are confronted with this type of method, they will build with others a common linguistic background, and then, arriving at the end of the affair, he will be able to do with it exactly what he wants. (…) Regarding current methods, too often students do not have the linguistic tools to help them find their way.”The New Tablature System in Music“Originally conceived as a partition, (the methodical alphabet) allowed generations of men [...] to access current reading then, thanks to books from the lending library, to culture, by exercising their listening skills, learning rhythm and nuance. Faced with access to music theory, which constitutes an insurmountable cultural barrier for these poor peasants, he also developed a clever system in order to make it accessible to all to read the songs which embellish their miserable daily lives, helping them in this way to go beyond the simple need to satisfy their vital needs. These are entries by the form, as a Gestalt principle, a visual physics.The New system of tablature in music is built on the model of the combined staves of the treble and fa clefs for large amplitude notations (piano, harp, etc.). Rather than bringing together two staves of five lines each, he proposes the union of two staves of six lines, which has the advantage of allowing an identical correspondence of the names of the notes on the staves in the two clefs, only the distinction of pitch remains. The “system” can also be adapted to C keys.If this system seems the most natural to him, he is aware that it will not be easy to “introduce” it, so he invents another retaining five lines: the notes always keep the same position on the staff, regardless of the key used.“Although the system which is on the other side is the most natural and the easiest, but as it would be difficult to introduce it because of the six lines, here is another which we can introduce every day and that all musicians could hear almost without warning them. For this subject, we would use 5 lines of six clef staffs of two different note designations. This system would have all the advantages of the first of the two. You would have to know two different keys, I mean you would have to see it called in two different ways (illegible) that it would not be quite so natural as the first, but by reward it would have a great advantage over the first, it “Whoever wants can use it, without having agreed with anyone and being heard by everyone.”New system of tablature in Music (simplification of music theory).Stuber suggests that students learn the two keys (classic treble or fa clef model), models which, then, can be used indifferently depending on the range required for singing. Thus, as he explains, once the choice is made of the “normal” key to learn, that of bass for teachers for example, he will be able to give the same score to the children in treble clef (modified) to mean that the voices that are higher pitched have to sing another melody, so everyone will be able to read their part while “being heard by everyone” and without the need for many years of music theory to achieve this. In each column, we have for each key the same location of the notes (same names).One of the first book lending libraries in EuropeThe book lending library, which has a bright future, which he is setting up, will consolidate the newly acquired knowledge of his parishioners by making regular practice possible. Among the numerous works (around 80) circulating between the villages, sometimes divided into several volumes, are books on botany, historical writings (Biblical History of Lyon), agriculture, environment (spectacle of nature), of mystical authors (Monique François says: “Anne Verly, mother of Sara Banzet, borrowed a book from the great mystic of the Middle Ages Hildegarde von Bingen: she is not exactly an easy author)”, novels (Robinson, Fénelon ), pedagogical treatises (Telemachus, Modern Civility, etc.), collections of song and music and specialized subscriptions (magazine for children and adolescents) -2- On strong paper or cardboard hand painted composition, cross, wreath of roses and various floral patterns finely executedGold band framing the edges(Popular or traditional art influence,We can date this object which seems old to the first half of the 19th century) Given the appearance of a long narrow rectangle, it may be a bookmark intended to be slipped into a bookUndated unsignedPresented framed, mounted on a background of pinkish beige moiré silk Quite modern setting, golden baguette(good general condition, some various frictions or usual chips)Stamp of a Strasbourg framer on the backUnframedFrame size approximately 22.5x8.5cmSize of the “Signet” approximately 17x3cmSold in as described, as found condition...-3- On cardboard Hand-calligraphed text in German and Gothic letters"WENN DU MEIN HERZE TROSTEST SO LAUFE ICH DEN WEG DINER GEBOTE"[Psalm 119]Lettering in black, ornate initials painted with gouache in red and blue with gold highlights(19th century) Presented framed, oval frame of black wood,oval mat (good general condition, yellowed cardboard, some various frictions or usual chips on the frame) Outlined for verificationFrame size approximately 31 x 26.5cm Sold in as described, as found condition... - Beautiful set see visuals below at the bottom of the page... - As always, combined shipping costs when purchasing several documents... “The challenge of the method is that the meaning will come later, we start by working on the rhythm, the sound of the language, the intensity of the words, etc. We start by working on everything that is musical in the language, everything that is in the domain of expression and we only arrive at understanding in a second step. The only thing that needs to be given is tools, ([…] put in place tools that will allow him to learn to read on his own, naturally, it is a human skill, everyone learns to read by from the moment he has the tools to do so. But for him, the tools are the establishment of a correct language organized from the point of view of sounds and which will allow learners to have all the elements to then construct meaning, to construct their language for entry into writing. Thus

Price: 217.1 USD

Location: Fontenay sous Bois

End Time: 2024-11-11T01:38:09.000Z

Shipping Cost: 56.28 USD