British logic teaching in the sixteenth and seventeenth centuries was provided in England by Oxford and Cambridge, both medieval foundations, and in Scotland by the universities of St Andrews and Aberdeen, both founded in the fifteenth century, and Edinburgh, founded in 1582. Wales had no university, and high schools in England did not teach logic. This paper explores the effect that the invention of printing, along with organizational, political, and sociological changes, had on the teaching of these institutions as they affected the logic textbooks that were used and the ways in which the material was presented to students. The disappearance of important medieval developments such as supposition theory along with changes in the treatment of Aristotle’s logic are discussed in relation to selected logicians from the period under discussion. In particular, attention is paid to the Cambridge logician John Seton (d. 1567), whose popular Dialectica was published in 1545, the Frenchman Peter Ramus (d. 1572), whose influence in both England and Scotland was less than has been supposed, and the Oxford logician Robert Sanderson (d. 1662/3) whose Logicae artis compendium was reprinted as late as 1841.

中文翻译：

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十六、十七世纪英国逻辑教学的变迁

16 和 17 世纪的英国逻辑教学是由牛津和剑桥这两个中世纪基金会在英格兰提供的，而在苏格兰则是由成立于 15 世纪的圣安德鲁斯大学和阿伯丁大学以及成立于 1582 年的爱丁堡大学提供的。威尔士有没有大学，英国的高中也不教逻辑。本文探讨了印刷术的发明以及组织、政治和社会学的变化对这些机构的教学产生的影响，因为它们影响了所使用的逻辑教科书以及向学生展示材料的方式。重要的中世纪发展如假设理论的消失以及亚里士多德逻辑处理的变化与所讨论时期的选定逻辑学家有关。