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Review of: Sanja Grakalić Plenković - Radovan Tadej, Vjekoslava Jurdana. 2021. Putovima Pavla Vidasa: O životu, putovanju i pisanju jednog iseljenika. Zagreb: Institut za migracije i narodnosti; Škrljevo: Katedra Čakavskog sabora „Bakarskoga kraja“. 299 str. ISBN 978-953-6028-49-8.
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Built in the middle of the 19th Century, the museum-house in Hemeius-Bacau is an architectural space where the local school functioned for well over a century. The son of priest and teacher Alexandru Tabacaru, Grigore Tabacaru was born in this edifice, which has been included on the list of Historic Monuments from Romania. One of the reasons behind declaring the building a historic monument was mainly due to the personality who first saw the light of day in this place, in the spring of 1883. Grigore Tabacaru outlined, through his contributions of scientific and educational role, to the memorial importance of such an establishment. A second reason is that the Tabacaru family setup a cultural society in Fantanele-Hemeius (1905). The society was endowed with a library, the purpose being that of „learning the village life” by having the villagers read „books corresponding to practical needs, as well as literary books”. The peak of community work was „Tabacaru’s School”, where the Teacher himself „would read to the peasants every Saturday night political, social, economic and cultural news from gazettes”. A last support point, in the logics of memorial interconnections, was the editing of the publication entitled „School. Pedagogic magazine drafted by the members of the primary education teaching staff. Fantanele-Bacau” (1905) – the editorial office of the periodical being housed under the generous roof of the same family. Thus, years later, at the initiative of teacher Petru Juverdeanu and a group of former students of the great Bacau pedagogist, a „museum-house” was setup in this edifice (1971-1972). Seen from outside, the building’s architecture is not an imposing one, that can be classified in one particular style. Functional, from the very beginning for the several tens of children over the years, it will become insufficient for the primary school classes in Hemeius village. The damage of the roof or resistance structure are significant. Still, we subscribe to the title of „museum-house” suggested in the 70s of the previous century by those who wanted to honour the work of one of their kind. Such an approach granted, and at the same time used the memorial value of the objects saved from Tabacaru family. But as with us, the Romanians, a miracle will not last more than 30 years… in the murky years after the „’89 moment” the „museum-house” of Hemeius received another „destination”. Although rightfully registered as „Grigore Tabacaru’s Memorial House, Hemeius” in the Historic Monuments List of 1992, the ground floor was leased starting with 1999. Although the building is considered to be „public property goods of the Romanian State”, everything that was gathered over the years in Grigore Tabacaru museum-house degrades with every passing year…
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Cet article fait reference a un celebre medecin d'antan, renomme en tant que medecin ou scientifique. Nous nous referons a dr. Moise Enescu. Il a vecu de 1879-1943. Il devient medecin en 1908 a l'Universite Bucarest (Roumanie). Il vient d'une famille roumaine de Transylvanie du sudest, qui, par ses membres, a laisse des traces visibles dans l 'histoire de la Roumanie. Cette familie a donne des representants remarquables dans le domaine culturel, politique, economique, religieux. Dans cet article, nous avons insere une serie d'iriformations biographiques et genealogiques relatives adr. Moise Enescu.
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The end of the two great world wars and the disappearance of the current political regimes have resulted in the creation of new states in the international order. With the collapse of multinational states and awakening of national consciousness, the aspirations of peoples for their own national states started to appear. Requirements for self-determination resulted primarily from the decolonization process, but also as a reflection of political relations in the post-war Europe. At the end of the First World War, there were events and people contributing to the development of rights of the people to self-determination and helping the oppressed nations in achieving their aspirations to decide their own destiny within their own national states. On the one hand, there were the workers’ self-determination and revolution in Russia as essential elements in the development of the right to self-determination in the political principle and Lenin’s attitudes on self-determination. On the other hand, there were fourteen points and US President Woodrow Wilson with his views on the right to self-determination.
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Ludwik Wawrzynowicz was a graduate of the Music Conservatory in Warsaw. He started his professional career in Warsaw as a singer of the Warsaw Opera. In 1902 he came to Częstochowa, where he took the position of artistic director of the "Lutnia" Singing Society and choir conductor. In 1904 he founded the L. Wawrzynowicz Music School in Częstochowa. He ran the facility and was an active teacher for 42 years, until 1946. The school contributed significantly to the flourishing of Częstochowa's musical environment and the city's cultural life. Wawrzynowicz was an animator of musical culture and an organizer of numerous concerts. He has performed as a conductor, pianist, organist and speaker. He was also a journalist and regular music rapporteur for "Goniec Częstochowski" in the years 1906-1939. He also published articles in other periodicals. He was a versatile activist, an active popularizer of musical culture. He exerted a significant influence on the development of the musical life of Częstochowa.
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One of the basic characteristics of the repressive government of Yugoslavia between the two World Wars certainly was also the inhibition of the spreading of communist, i.e. Bolshevik ideas in the labour movement after World War I, which was to a great extent ascribable to the return of Russian prisoners, that is to say soldiers of the Austro-Hungarian Monarchy who had during their imprisonment accepted the idea of Bolshevism and accordingly tried to transfer it to the territory of the newly established Kingdom. These “adherents of the October Revolution”, as they were later named in historiography, returned to the Slavonian area, primarily to the towns Osijek and Vukovar. The objective of this paper in this context is to analyse on the basis of archival materials and then newspapers how the government imposed the restraint, the Slavonian area being viewed in a broader social-political context in order to provide a more complete analysis of the activities of the repressive system but also of how ideas were transferred in this area. The creation of an anti-Bolshevik policy has been interpreted in the scope of the comparative method and the theoretical model of the Dutch theorist T. A. van Dijk.
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This paper deals with the social and educational organizing of the Czech minority in the inter-war period. It puts a special emphasis on the preservation of the national and cultural identity, in which the Czech minority societies and schools, which were founded by the Czech minority print, took an active part.
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Review of: Vjenceslav Herout - Karmen, Weber-Damjanić, Ždralovgrad; Naklada Škorpion, Zagreb, 2014.
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Review of: Stipo Pilić - Željko, Karaula, Mačekova vojska; Zagreb, Despot Infinitus, 2015.
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Review of: Alis Niculică, Din istoria vieţii culturale a Bucovinei: Teatrul şi muzica (1775-1940), Bucureşti, Casa Editorială Floare Albastră, 2009, 344 p. Text + 34 p. Anexe-Iconografie
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Teaching military history disciplines have played a significant role in Estonian military education. Its foundations were established by Aleksei Baiov, a Russian émigré teacher and a former professor of the Russian General Staff Academy. It is also important to consider the changes proposed by Lieutenant General Nikolai Reek, an Estonian Chief of General Staff, pertaining to the teaching of military history. As a result of Reek’s activities, military history disciplines and their content were reshaped, military history assignments were established, and the relationship between military history and other branches of military science were clarified, subjecting military history to the needs of tactical training. When he was establishing the grounds of the Estonian military education system, Reek had no choice but to use Baiov and other Russian émigré teachers since there were not many ethnic Estonian specialists in this area. Despite the fact that Reek personally invited Baiov, a conflict quickly emerged between the two men. Although, in the military sphere, they had a different academic aptitude and calibre, their conflict is now part of the legacy of the Nicholas General Staff Academy. On the one hand, Baiov stood out in Estonia for his professionalism, but on the other hand, he represented the older generation of Russian military theorists. From a positive viewpoint, that generation valued systematic research and teaching of military history; from a negative viewpoint, it was hardly connected with modern warfare. It can even be said that Reek played the role of a progressive for the younger generation of Russian military theorists since he saw a fundamental need to modernise military history and its teaching. According to Reek, it should have focused more on studying and teaching modern armed conflicts since the earlier history of the art of war was merely necessary to establish a context for the knowledge. One of the progressive doings of Reek was modernising the teaching of military history through the use of active methods to engage with the audience more personally. He preferred an analysis of military history to mere factual knowledge. Still, military history continued to be taught in a lecture format until mid-1930s; students’ independent and group analysis was not highly appreciated. In addition, the teaching of military history depended on a lecturer’s ability to make the subject attractive to students.
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In this study we present papers and theses of students submitted in church history, in response to teachers’ assignments at the Faculty of Theology in Kolozsvár/Cluj between 1898 and 1944. These works were closely related to the history teaching church history at the Faculty, being intended to promote independent scientific research and talent management. During the period analysed here, a total of twenty-six works in church history were completed as fulfilments of the thirty-four assigned topics. The number of works submitted and the number of topics assigned varied from period to period, but they are relevantly embedded in the framework of the institutional curriculum.
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When Poland regained its independence, a decision was made to pull down the Orthodox St. Alexander Nevsky Cathedral as part of clearing Warsaw’s public space from the remains of the symbolic politics of partition. This matter was widely commented on both among the political elites of the Second Polish Republic and the residents of Warsaw, and the inhabitants of whole Poland were informed about it. Social organisations and the Town Hall of Warsaw were the first to take the issue of demolition of the Cathedral. Information on this subject appeared in the press and reached the Government of the Polish Republic. The Presidium of the Council of Ministers took a stand on this matter at the request of its Chairman, Ignacy Jan Paderewski. It was unambiguous – the Cathedral had to be demolished, and the Ministry of Public Works was to do it. Due to the interventions of the Ministry of Religious Denominations and Public Enlightenment and the Ministry of Military Affairs, demolition was ceased. This subject was again taken up by the Legislative Sejm which, after conducting public consultations and lively discussions at the plenary session, postponed the demolition for a later period (interestingly, requests for demolition and maintaining the Cathedral were presented to the Sejm by representatives of one party).
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The text below presents a short history of primary education in Bukovina and capitalizes on the historical data gathered by Nicodim Ițcuș regarding the establishment of primary schools in this province. At the same time the author presents some relevant data regarding the schooling of pupils in normal schools in Bukovina in 1913-1914 and 1927-1928.
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The Prime Minister of Romania Alexandru Marghiloman had a stay in Chișinău for only two days, participating in the works of the Country Council (Sfatul Țării) on March 27, 1918. We set out, based on the „Political Notes”, to re-establish the route followed by Al. Marghiloman to know the Chișinău of those times to see the metamorphoses of the city and how today’s generation contributes to the rehabilitation and promotion of this important part of the cultural and historical heritage. Our itinerary includes Chișinău station, The London Hotel, V. Herța’s urban villa, Gymnasium no. 3, Chisinau Military Circle, Cathedral of Christʼs Nativity and The Club of Nobility.
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From eight travel journals that were written between 1880 și 1940 we chose only six, which, in our opinion, can offer relevant information concerning the mentalities and how was understood and presented in that time Romanian and Serbian nations within Romanian and Serbian mentalities. Each book represent itself a historic and cultural micro‐monograph between 1880 and 1940. The manner in which these are presented in Romanian sociographs is quite different but, the conclusions are somehow a real fondness . We can observe a Romanian admiration about the Serbian endless struggle against Ottoman Empire and after during the First World War. The Romanian authors constantly remember the ancient historic, cultural and political ties between Serbs and Romanian. Concerning the Serbs image within Romanian mentalitaty ascertain that Serbs nation is presented in a favorable light if we think at the end of XIX and the beginning of XXth century and these perception hasn’t anything to do the authors only with the political, religious and social realities of the time. The negative image of Romanian people into Serbian mentality is doubled even by their custom and traditions especially underlined by some authors . Concerning these Serbian attitude on Romanian population from Timok region we can say that underline the ticklish and never solved problem of the ethnic and religious minorities civil rights in Serbia before and after the Versailles and even Moscow politic and diplomatic treaties.
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L’article traite tout d’abord le terme ‘roman psychologique moderne’ dans ses diverses utilisations. Les accents mis différemment par la critique dans chaque littérature présentée ici ne mènent pas cependant jusqu'à la méfiance quand à l’essence du terme. Tout au contraire, la connaissance des distinctions permet à être trouvés des exemples similaires pris dans les trois littératures européennes de l’entre-deux guerres, notamment la littérature roumaine, la littérature bulgare et la littérature française. Un nouveau moment pour le roman psychologique de cette période est souligné, à savoir, l’anxiété éveillée (par la psychanalyse) devant l'inconscient et son utilisation comme élément constructive de l’intrigue romanesque. Les exemples sont tirés des romans de Camil Petrescu, Boris Chivatchev et Marcel Proust.
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The notion “zadruga” was introduced in the scientific research literature, as well as in the social and political discourse of the then young Balkan countries in the XIX century to mark the multitude of historical forms under which the “complex family organization” was known among the South-Slavic people in the region. Following broad discussion in the fields of historic demography and anthropology in the past three decades concerning this “Balkan Family Pattern” this paper aims to contribute and continue their findings. Therefore, it concentrates on the usage of the term “zadruga” and its meanings in the context of the nation- and institutional building in the newly-forming Bulgarian state at the end of the XIX and the beginning of the XX centuries, as well as in the cooperative movement in the agrarian sector of the interwar period. It also analyses the attempts of the new communist leaders to use the traditions of the pre-modern society in terms of communal living in zadruga through the imposition cooperative system and the nationalization of the arable land in the first years under the totalitarian system following the Second World War.
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