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Patriarchy and the (late)Victorian Middle-Class Family Reconsidered

Author(s): Sylwia Janina Wojciechowska / Language(s): English Issue: 47/2019

RESEARCH OBJECTIVE: The aim of the article is to examine the relations within an upper middleclass family – as depicted by Virginia Woolf in a collection of autobiographical essays, Moments of Being – and compare these against the patriarchal model. The ultimate aim is to expose and locate, as early as the last decade of the Victorian era, the signs that a transformation was about to occur. THE RESEARCH PROBLEM AND METHODS: The Victorian paradigm of the patriarchal roles of pater familias and mater familias has been analyzed. In conformity with philological methods, appropriate literary evidence is provided. THE PROCESS OF ARGUMENTATION: The article first focuses on the concept of the Victorian pater familias and mater familias. It presents an analysis of the Stephens family who feature in Moments of Being. A traditionally conservative perspective with regard to the male family members is juxtaposed with the contrasting viewpoint voiced by the author of the collection. RESEARCH RESULTS: The analysis of the autobiographical essays reveals certain shifts in the roles of the Victorian pater familias and mater familias in late-Victorian times. Furthermore, certain rifts in familial relations are uncovered and investigated with reference to differing attitudes to the issue of female education. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The analysis exposed several fissures in the patriarchal model and located these at an earlier date than commonly accepted. It also demonstrated that the first signs of the transformations that would occur in British society were particularly noticeable in the novel attitudes to the question of female education. This may encourage further research of contemporary perspectives on institutional instruction.

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“Przegląd Powszechny” on the School System after Polish Independence

Author(s): Jerzy Kochanowicz / Language(s): English Issue: 46/2019

RESEARCH OBJECTIVE: The aim of this paper is to provide insights into the views of the influential social and religious periodical “Przegląd Powszechny” on the principles of the Polish school system after Poland regained independence in 1918. THE RESEARCH PROBLEM AND METHODS: In 1918, the Republic of Poland had to re-create its own school system. The discussion on the model of schools was joined by the periodical “Przegląd Powszechny,” published in Krakow by the Jesuits. The main questions in this article are: What did the authors of the magazine write about proposals for changes in education? How were they assessed? What particular issues did they pay attention to? In the analysis of the journal’s content, the historical method of research into education was used. THE PROCESS OF ARGUMENTATION: The author analyzed the content of the journal issues from the autumn of 1918 to the spring of 1921, the moment at which the “March Constitution” was an nounced, which formulated the main lines of development of education. The article briefly discusses chronological political events related to education and shows the reaction of the periodical to them. RESEARCH RESULTS: Research shows that the authors of the periodical reacted rapidly to schemes for reforming Polish education. Their statements were bold, uncompromising, and critical of some of the proposals made by educational authorities. “Przegląd Powszechny” focused primarily on the postulate to create a confessional public school, as well as criticizing the state monopoly on matters of education. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The findings show that some educational solutions introduced in Poland 100 years ago were a manifestation of the state’s greater trust in its citizens than is the case now: compulsory education could be carried out at home, there was no obligatory control of private schools by the state, prospective teachers could be trained in private institutions according to their own programs, and parents had a decisive voice on the issue of raising their children.

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PROFESORUL ŞI STUDENŢII SĂI: NICOLAE IORGA – „PENTRU O UNIVERSITATE VIE”

Author(s): Raluca Tomi / Language(s): Romanian Issue: 90/2023

Nicolae Iorga influenced a whole generation of intellectuals through his work as a teacher. His dimension as a historian was intertwined with that of a teacher, and a man involved in the destiny of the country. He was aware that only an educated generation that knew its past could organically and rigorously build a harmonious and sustainable state. The article aims to bring new documentary contributions regarding the scientist's relations with his younger colleagues, the students, following: his conception of university education; the financial and moral support of various student organizations, the establishment of specialized libraries; the influence of his lectures and conferences, including radio ones, on his students; the involvement in their professional training by granting scholarships abroad, publishing their research results in specialized publications, organizing thematic trips in the country and abroad. The Professor's support was manifested even after the end of the university courses, through recommendations for obtaining positions, financial and moral help during difficult periods in the personal life of his former students. Professor Iorga had the same openness towards foreign students, facilitating their participation in the summer courses of the popular University of Vălenii de Munte or in various excursions during the holidays. The article brings new contributions to the Professor's view on establishing a "living university" that could inspire the destinies of young people.

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ÎNCEPUTUL ÎNVĂŢĂMÂNTULUI SUPERIOR PRIVAT DIN ROMÂNIA

Author(s): Matei Gheboianu / Language(s): Romanian Issue: 90/2023

Higher education in communist Romania underwent a series of changes, mostly during the 1980s, when the system went through a strong period of contraction. Liberalization process after 1989 led to the emergence of the private higher education system, a fact that changed the classical evolution of education. In this article I will analyze the evolution of private higher education from a legislative point of view, the numerical evolution of both universities and the number of students, as well as how society relates to these changes.

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EVOLUŢIA REŢELEI DE INSTITUŢII DE ÎNVĂŢĂMÂNT SUPERIOR DE STAT ÎN ROMÂNIA POSTCOMUNISTĂ

Author(s): Valentin Maier / Language(s): Romanian Issue: 90/2023

In 1989, the system of higher education in Romania was composed of 46 institutions located in 18 centres. After the fall of the communism, the number of institutions quickly increased as was the number of the hosting cities. Thus, in 2023, there are 53 institutions in 20 centres of higher education. This article’s objective is to search and reflect on the evolution of the network of institutions of higher education between 1989 to 2023. Many of the changes happened in the 1990s and later mainly only changes to the names of the institutions were applied. At the same time, the article points to the main sources for this research and, while using some of them, stresses the methodological issues involved. Also, an outline of relevant connected research topics is proposed, which may improve the general understanding of how the network of higher education institutions was shaped in the recent decades.

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Folkloristika Tartu ülikoolis 1941–1944: eriala järjepidevuse küsimus

Author(s): Tiiu Jaago / Language(s): Estonian Issue: 87/2023

The article looks at the teaching of folklore at the University of Tartu during World War II and the German occupation. It covers three academic years, from the autumn of 1941 to the spring of 1944. In previous studies, the period under review has been presented as a disruption: these years were either ignored altogether or described as an aberration in the development of the Soviet university. Yet it is noticeable that, when discussing the contribution of scholars whose professional biography also covers this period, their work is presented in the context of years, not political periods. All three approaches are characterised by the ideology of an authoritarian state: if research done during the German occupation was spoken of positively, it could be interpreted as anti-Soviet. Therefore, this topic – the everyday life of the University of Tartu during the German occupation and the war – is expected to become relevant. The gap in knowledge needs filling. Was there any activity in folklore at all during this period? The Chair of Folklore was established at the University of Tartu in 1919, when the Estonian-language university was opened. In the Tsarist era (1802–1917), studying the Estonian language and culture was possible in lectureship courses only. Jaan Jõgever (1860–1924) systematically taught folklore as part of the lectureship course from 1909. In 1919, Jaan Jõgever became the dean of the Faculty of Philosophy and one of the leading architects of the structure of the chairs of the Estonian language, culture and history at the university. Walter Anderson (1885–1962), an alumnus of Kazan University, who was already internationally renowned, was invited to the post of professor of folklore. In parallel, courses in Estonian folklore were taught by M. J. Eisen (1857–1934), who had previously worked as a pastor but, as a folklore collector, was a good expert on Estonian folklore. After Eisen died and Anderson left Tartu (in the course of the Umsiedlung in 1939), three alumni of the Estonian-language university engaged in teaching: Oskar Loorits (1900–1961), Elmar Päss (1901–1970), and the literary scholar August Annist (1899–1972). Elmar Päss moved to Tallinn at the end of the 1930s. Oskar Loorits, who was also the director of the Estonian Folklore Archives, became in charge of the chair. Due to conflict with the German occupation authorities, he could not continue working at the university at the end of 1942. However, folklore-related activities at the university continued: literary scholar August Annist delivered lectures and gave examinations in the specialisation. In autumn 1944, when the Soviet university reopened, Eduard Laugaste became the head of the Chair of Folklore. Annist continued as a lecturer of literature but was arrested in the early summer of 1945 and spent the next six years as a political prisoner. After he was released, he did not return to the university. This excursus reveals that, despite favourable and unfavourable circumstances, the teaching of folklore at the university that had started in 1909 was not discontinued during the war. However, it also shows that in the first half of the 20th century the government’s role was decisive in shaping the independence of the discipline by establishing the institutions. Today, it is important to analyse the development of the discipline, considering the interactions between the state, the institutions and the researcher(s), to gain a complete picture.

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Knjiga kao svjedočanstvo

Author(s): Jasna Ivić / Language(s): Croatian Issue: 134/2023

Review of: Mato Nedić, SVJEDOK SVJETLOSTI - Monografija o fra Iliji Starčeviću, osnivaču prve pučke škole u BiH, Zaklada „Terra Tolis“, Tolisa, 2023.

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PARALLEL UNIVERSITY OF PRISHTINA, 1991-1999: FUNCTIONING, CHALLENGES AND PEACEFUL RESISTANCE

Author(s): Albina Drançolli Ramadani,Kujtime Boshtrakaj Camaj / Language(s): English Issue: 10/2023

University of Prishtina, serving as an institution of education and science and as a centre of Albanian democratic and cultural movements, since its foundation was amongst the institutions on the target of Serbian regime. Upon abolition of the autonomy of Kosovo in 1989, the Serbian regime started the discriminatory policies against the Albanian population, the overwhelming majority population in Kosovo, including the expulsion of the Albanian pupils and students from the schools and university premises, massive dismissals from work, etc. It was the academic year 1991/1992 when the doors of the University of Prishtina were closed to Albanian students and teachers. The University of Prishtina and its campus in the center of the capital Prishtina, libraries, institutes and student dormitories all remained available to Serbian and other non Albanian teachers and students. The Albanian population created a parallel state, a unique example in the world, and such state created the parallel institutions in various fields of life, such as health, culture and education, including also the parallel University of Prishtina. This paper, in light of the sources of the time (documents in the Archive of the Rectorate of University of Prishtina “Hasan Prishtina”, published reports of the international organisations, press of the time) and the relevant historiography aims at elaborating: the initial protests and resistance of Albanian professors and students against the violent measures imposed by the Serbian regime; how the students and teachers were expelled from the facilities of the University of Prishtina; the procedures and the circumstances under which was established the Parallel University of Prishtina; how this parallel university functioned in the situation of pressure and continuous violence from the Serbian regime, at private facilities in the suburbs of the city; how the entire Albanian population from Kosovo was mobilized to support this university.

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A Critical Comment on T.S. Kuhn’s Views about the So-called Copernican Revolution and Several Current Prejudices – Barriers in Scientific Communities

Author(s): Michał Kokowski / Language(s): English Issue: 22/2023

The article is a case study on the views of the famous T.S. Kuhn about the so-called Copernican revolution. Generally, Kuhn is presented as a very successful historian and philosopher of science: an author of world bestsellers. The division among his supporters, i.e. about so-called left-wing and right-wing Kuhnians, is recalled, and the fact that Kuhn himself vehemently dissociated from a large proportion of his adherents. It is also noted here, that in the last 30 years, in addition to abundant hagiographic literature on T. S. Kuhn, there have also been a few critical studies of Kuhn’s achievements.The rest of the article presents the author’s critical analysis of Kuhn’s views on the so-called Copernican Revolution, which formed the basis of Kuhn’s scheme of scientific development presented in The Structure of Scientific Revolutions (1962); i.e. the world’s most famous monograph in social sciences and humanities so far.The criticism encompasses a genesis, content and reception of Kuhn’s views and the development of his interpretations. The analysis is carried out by the means of methodology of historical sciences and a scientific method, which the author describes as the hypothetico-deductive method of correspondence thinking.The criticism is based on the author’s current publications (developed here further on), which were sadly unnoticed by the researchers, although presented in the world center for the Copernican research, and are available on the Internet freely.This fact leads the author to the assumption that international Kuhnian research is underdeveloped seriously and that strong prejudices – barriers may exist in scientific circles, such as, e.g., primacy of number of citations (and other bibliometric indicators) over content analysis, the Matthew effect, the effect of alleged and actual scientific centers and peripheries, some mental remnants of the Cold War, as well as underdevelopment of scientific communication.

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Incommensurability Explained in the Terms of Presuppositions. A Comment to Kuhn’s Thesis on Radical Meaning Variance

Author(s): Adam Grobler / Language(s): English Issue: 22/2023

Kuhn’s radical meaning variance thesis implies that scientists, who work in different paradigms cannot understand each other. This, however, seems incredible. The air of paradox can be dispersed once the role of presuppositions in constituting a paradigm is acknowledged. Presuppositions function in the way of the Wittgensteinian ungrounded hinges and often are only implicitly assumed. In the face of recalcitrant puzzles some presuppositions can be made explicit and revised. The mechanism of possible revisions of presuppositions can be accounted for in terms of Hintikka’s interrogative model of scientific inquiry with some amendments.The model includes three possible reactions to an anomaly: (i) a conservative offer of an auxiliary hypothesis within the current paradigm, (ii) a reinterpretation of puzzling experimental results and non-revolutionary enrichment of the current paradigm with a novel hypothesis, and (iii) a revision of presuppositions that amounts to a full-fledged scientific revolution. The choice depends on the success or failure of more conservative alternatives and the scope of application of the theory under investigation. In the proposed approach, incommensurability does not hinder communication between the proponents of different paradigms. In addition, some other controversial points in Kuhn’s views are explained, like Kuhn’s losses, reproaching conservative attitudes towards anomalies, or the admissibility or inadmissibility of the coexistence of rival paradigms. Last but not least, a link between a paradigm shift and the strive for truth is established.

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An Update of the Paper, ‘On known and less known relations of Leonhard Euler with Poland’ (DOI: 10.4467/23921749SHS.16.005.6148)

Author(s): Veronika Girininkaitė,Andreas Kleinert,Roman Sznajder / Language(s): English Issue: 22/2023

In this note we publish a short letter from Leonhard Euler’s son, Johann Albrecht Euler, the Secretary of the Imperial Academy in St. Petersburg, to Marcin Poczobutt-Odlanicki, the Vilnius astronomer. The fate of this letter seemed unknown, but we know its content now. The main news in this correspondence was the discovery of a comet by the astronomer Anders Johan Lexell.

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Nowa propozycja periodyzacji dziejów botaniki w Polsce

Author(s): Piotr Köhler / Language(s): Polish Issue: 22/2023

Periodization is used to divide a given branch of science into shorter, relatively homogeneous periods. In the first part of the present work, several previous periodizations of the history of botany in Poland are analyzed. The periodization by Stanisław Bonifacy Jundziłł (1761–1847), a clergyman, botanist, and later a botany professor at the University of Vilna (Vilnius), was based on political events, such as the beginnings of the reign of kings, as well as events related to the organization of science in Poland. Franciszek (Franz) Herbich (1791–1865), a military doctor and botanist, proposed two eras in the history of botany in Galicia (part of Poland under Austrian rule). He based the demarcation of these epochs on the activity of Willibald Besser (1784–1842), an eminent botanist working in Galicia. Josef Armin Knapp (1843–1899), a member of the Physiographic Commission of the Scientific Society of Kraków, distinguished five periods on the basis of events in the history of botany in Poland. Bolesław Hryniewiecki (1875–1963), professor of systematics and phytogeography at the University of Warsaw as well as a keen historian of botany, was the author of several periodizations. In the periodization proposal of 1927, he distinguished five periods, in the proposal of 1933 – six periods, and in the proposal of 1948 – only three ones. His proposals were based mainly on political events. Władysław Szafer (1886–1970), one of the most outstanding Polish botanists of his time, co-author of the project of nature protection in the world, who was interested in the history of botany, published his own attempt at periodization. He divided the history of botany in Poland into 10 periods, which were not distinguished on the basis of a uniform criterion. Zdzisław Kosiek (1920–1997), a historian of agriculture and long-time director of the Main Library of the Agricultural University in Kraków, divided the history of botany in Poland into five periods on the basis of political events. All the above proposals were based on criteria mostly unrelated to the history of the plant science in Poland, like the reign of kings, political events abroad, political events in Poland, or foreign events in science.

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Portrety zagranicznych instytucji wsparcia twórczości naukowej i kulturalnej na łamach rocznika „Nauka Polska” a Fundusz Kultury Narodowej

Author(s): Mateusz Hübner / Language(s): Polish Issue: 22/2023

In 1928, the National Culture Fund was established in Poland. It was a public institution, established at the instigation of the respected educational and scientific activist Stanisław Michalski, and supported by Józef Piłsudski and the President of the Republic of Poland, Ignacy Mościcki.The article presents specific portraits: the analyses of foreign institutions, supporting scientific and cultural creativity, which were published in the yearbook “Nauka Polska”. The article shows the similarities and differences between the Polish Fund and the foreign institutions in terms of organisation and practice.

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Reductionism Debate in Molecular Biology: Max Delbrück’s Complementarity Approach

Author(s): Vito Balorda / Language(s): English Issue: 22/2023

In this paper, I address Max Delbrück’s conceptual and experimental importance for molecular biology (henceforth MB) origins. In particular, his complementarity approach and its anti-reductive implications on the (epistemic) reductionism debate in MB.Regarding Delbrück’s conceptual and experimental importance, I examine his influence on the development of MB by exploring a shift of his interests from physics to biology. Particularly, I outline his central role in “The Phage Group”, the informal group of scientists examining the origin of hereditary life using bacteriophages as their experimental model of choice. Delbrück and “The Phage Group” greatly influenced the development of MB, which culminated with the shared 1969 Nobel Prize for the discoveries regarding replication mechanism and genetic structure of viruses.Moreover, I examine Delbrück’s complementarity approach towards biological explanations. The complementarity in biology assumes that “biological phenomena might require the employment of descriptions that are mutually exclusive yet jointly necessary for understanding life processes” (McKaughan 2011, p. 11). I explore Delbrück’s complementarity approach, in particular the debate between the reductive and anti-reductive interpretations of it. I argue for the latter interpretation by suggesting that Delbrück advanced an anti-reductive view towards biological explanations by advocating for independent status of explanations of various biological disciplines. Furthermore, I address the complementarity approach in the light of the anti-reductive interpretation in the recent developments in MB, particularly, the potentiality of finding the complementarity approach in systems biology, epigenetics, and boundary selection.

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The Misrepresentation of Petri Dish, as “petri” Dish, in the Scientific Literature

Author(s): Jaime A. Teixeira da Silva / Language(s): English Issue: 22/2023

The Petri dish is, without a doubt, a very basic, yet important and popular tool in microbiological and other biomedical experiments. It serves primarily as a support or structural platform for placing, growing or testing biological specimens, whether these be microbiological, animal, plant or human.Given its size, usually about 10 cm in diameter, the Petri dish is an ideal platform for cellular and tissue cultures.Despite the commonality of Petri dishes, quite surprisingly, there is a pervasive error throughout the biomedical literature, namely its misspelling as “petri” dish. This is not a trivial issue since this dish is named after a scientist, Julius Richard Petri (1852–1921), so the upper-case “P” should not be represented as a lower-case “p”.It is important to alert students and seasoned biomedical researchers, as well as the wider public, who might use this term, about the need to use the term Petri accurately, in order to respect its historical foundation.To garner some appreciation of the extent of this error in the biomedical literature, a 2022 search on PubMed for either “Petri dish” or “petri dish” revealed 50 search results, 24 (or 48%) of which were of the latter, erroneous form in titles or abstracts. This suggests that the indicated error, which is in need of correction, may be widely pervasive in the biomedical literature.

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NEJSTARŠÍ MATRIKA OLOMOUCKÉ UNIVERZITY Z LET (1576) 1590–1651

Author(s): Václav Bartůšek / Language(s): Czech Issue: 2/2019

Review of: Spáčilová, Libuše – Spáčil, Vladimír (eds.): Nejstarší matrika olomoucké univerzity z let (1576) 1590–1651. Die älteste Matrikel der Olmützer Universität aus den Jahren (1576) 1590–1651, Univerzita Palackého v Olomouci. Olomouc 2016, 434 s.

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STÁTNÍ ARCHIVNÍ ŠKOLA A JEJÍ UČITELÉ

Author(s): Marie Bláhová / Language(s): Czech Issue: 1/2021

The authoress follows the beginning and fate of the Státní archivní škola (State Archival School), which was the oldest Czech school for preparation of qualiﬁed experts working in the archives, until its dissolution in 1949. She focuses ﬁrst of all on the most important personalities working at the School who guaranteed for the contents and quality of education, mostly in the functions of directors or secretaries of the School: Gustav Friedrich, professor in ordinary of the Kabinet pro pomocné vědy historické České ﬁlozoﬁcké fakulty Univerzity Karlovy (Cabinet for Auxiliary Sciences of History at the Czech Philosophical Faculty, Charles University); he was the director of the State Archival School since its establishment in 1919 till 1941. He gave lectures in the main subjects from auxiliary sciences of history, general paleography and diplomatics, also chronology, sphragistics, heraldry and genealogy. Jan Bedřich Novák who was a director of the Archiv Země české (Archives of the Czech Lands) gave lectures in palaeography and diplomatics of the modern ages. Vladimír Klecanda, a Land Archivist and secretary of Archival School, taught basis of codicology, archival science and history of administration. Václav Vojtíšek, an Archivist of the Capital town of Prague, led courses of history of town administration, later he taught sphragistics, heraldry, genealogy and Czech diplomatics. Josef Borovička, from 1928 an archivist of the Archiv Země české, used to give lectures on archival science in the ﬁrst years of Archival School. Bedřich Jenšovský, a secretary from 1927 to 1941 and a director between March and October 1941, gave lectures on patrimony, regional and town administration and archival science. Jaroslav Prokeš, an archivist of Ministry of the Interior, led the School in the years 1941–1945. The above-mentioned and a long-term teacher of the School Václav Vojtíšek stood at the head of the School from 1945 till the end of it. These teachers together with other highly qualiﬁed specialists either for law history, history of arts, philology, museology or in some period librarians were able to keep a high level of education and raise qualiﬁed experts even in very modest conditions.

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STÁTNÍ ARCHIVNÍ ŠKOLA ZA OKUPACE – POKRAČOVÁNÍ V OBTÍŽNÝCH PODMÍNKÁCH

Author(s): Jan Dobeš / Language(s): Czech Issue: 1/2021

The article deals with the fate of the Archive School after the proclamation of the Protectorate of Bohemia and Moravia. Its future was uncertain, especially after the closure of Czech universities in November 1939. However, as the concept prevailed that this was not a university, teaching could continue. In the summer of 1940, the VIII course ended, and in the autumn of the same year, the school management asked for permission of another course. In the protectorate’s conditions, the approval process was more complicated, but negotiations with the occupying authorities eventually led to the opening of a new course in March 1941. However, the Oﬃce of the Reich Protector set several conditions (limiting the number of students to 15, shortening the study period to two years, supplementing the study plan with subjects related to German history and German archiving). In addition, he insisted that only archivists could teach at school. Under these circumstances, teaching could start from the spring of 1941. The education was not stopped even by a major blow to the school, which was the arrest and subsequent death of its director Bedřich Jenšovský. Jaroslav Prokeš then succeeded him at the head of the school. The school was kept running during the dramatic year of 1942, although as eyewitness Josef Kollmann recalled, it was “in a very uncertain and cramped atmosphere”. IX. course ended at the beginning of 1943. The school then continued to formally continue, although its management did not request a new course. The fact that in the Protectorate years an institution that was mainly engaged in Czech history, taught Czech and provided some form of higher education could operate legally is an interesting phenomenon, still relatively neglected when looking at the Protectorate period.

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VÁCLAV HRUBÝ A ARCHIVNÍ ŠKOLA

Author(s): Hana Pátková / Language(s): Czech Issue: 1/2021

A reconstruction of the life and work of Václav Hrubý is complicated because of the fact that most probably his legacy has not been preserved. He was a con-temporary with Václav Vojtíšek and Vladimír Klacanda; a director of the School, Gustav Friedrich was his university teacher as well as Václav Novotný who gave lectures at the School. Václav Hrubý had worked in the Archives of the Bohemian Land Museum (Archiv českého zemského muzea) since the autumn 1909 and he stood at its head from 1916. Besides that, he was involved in preparation and establishing of a new historical institution since 1919, it focused on editing sources to Czech history, and he worked there from 1921. He also prepared a project for organisation of Archival School. In the case that the project has not been identical with an anonymous and a typewritten one deposited in the fond of the State Archival School in the Archives of the Charles University then it is probably lost. Václav Hrubý actively engaged in the activities of the School, he gave lectures, examined and evaluated students’ works, and also substituted the School´s secretary during his long-term absence. He participated in establishing a Society of Archival School in 1923 and co-edited the ﬁrst two volumes of Časopis archivní školy (Journal of the Archival School) where he published a lot. As early as in 1920 he habilitated at the Philosophical Faculty of Charles University. In 1924 he left for the Department of Auxiliary Sciences of History at the newly established university in Brno and thus he ﬁnished his work for the Archival School. An unfriendly rival of his Václav Vojtíšek overtook his load of lectures there and shortly after Václav Hrubý person-ally broke with his former teachers and colleagues from the Archival School Gustav Friedrich and Václav Novotný.

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STÁTNÍ ARCHIVNÍ ŠKOLA: CAUSA JAROSLAV PROKEŠ

Author(s): Milada Sekyrková / Language(s): Czech Issue: 1/2021

Jaroslav Prokeš (1895–1951) stood at the head of the Archives of Ministry of the Interior in the years 1934–1945 (during the war under German supervision) and was a director of the State Archival School in the years 1941–1942 (1945). After World War II he was accused from collaboration with the Germans by virtue of president´s decree. The accusation was imposed ﬁrst of all due to Prokeš’s ﬁftieth birthday party in January 1945, where he invited German archival commissioner Swientek and other German co-workers. Some of the colleagues then accused him from too narrow contacts with the Germans installed during the war into some oﬃcial posts. Although the accusation was not proved, Prokeš’s professional career ﬁnished. The post-war historiography turned its back upon him and proscribed him in the tendency spirit of the time. In the 1980s the situation gradually turned up. The contribution devotes special attention to Prokeš’s work at the State Archival School from its beginning until 1945, using sources from the fonds “the State Archival School” and “Jaroslav Prokeš”, both deposited in the Archives of Charles University, and comparing data from existing literature with these sources.

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