This article is a response to Daniela Tinková’s study Enlightenment as ‘vernacularization of knowledge’. In the first part we comment on the positive aspects of Tinková’s conception of the history of the Enlightenment, but also on the lack of clarity concerning the nature of knowledge as both a component of cultural transfer and the outcome of that process. The second part changes perspective, focussing on ‘the transfer of Enlightenment’ and the ‘radiation’ of Enlightenment from the Czech Lands to surrounding regions of the Habsburg monarchy, especially Galicia. For this reason the Czech Lands assumed a regional hegemony in many areas of administration and economic and intellectual life. We also attempt to explain the motivations for accepting ‘Enlightenment knowledge’ while relativizing the power asymmetries in these processes.
The varied and contradictory perception of the personality and work of Bohuslav of Lobkowicz and Hassenstein in the early modern period was symbolically crowned in the Enlightenment by Ignaz Cornova’s biography, which is still the most comprehensive work dedicated to Hassenstein. After a brief recapitulation of research and the state of knowledge before Cornova, the study examines his approach to the material and the main substantive and formal features of his biography. Older Latin literature dealing with humanism plays an important role, as do contemporary models from the European literatures of the Enlightenment. Cornova’s work partly follows the traditional chronological approach, but several timeless chapters emerge from it, driven both by an interest in Bohuslav as an individual and by a desire to make a purposeful pedagogical impact on the reader. His aim was to present a rounded and engaging picture of Hassenstein’s life and literary output, based on his surviving works, especially his poems and correspondence, tastefully and without distracting remarks and comments. Ludwig Schubart, for example, with his biography of the German humanist Ulrich von Hutten, could have been a model for him in this respect. Brief mention is also made of the critical reviews of Cornova’s work, which he himself deals with in the preface to Hassenstein’s biography. A separate section is devoted to a comparison of the selection of poems translated by Cornova and his contemporaries Thám, Vinařický and Budík. Although the biography was considered Cornova’s most important work in his lifetime, was cited and received positive feedback, it is not very useful for contemporary research, unlike the works of Josef Truhlář, who was a few decades younger. From a scholarly point of view it falls short of contemporary demands and as a literary work is even more outdated, although (or perhaps because) it reflected the literary trends of the time.
A number of art historians have noted how in around 1800 the social function of the visual arts in the Czech Lands fundamentally changed and a new ideal of bourgeois vizuality emerged. At the same time, visual culture in the Age of Enlightenment came to be seen as a ‘movement of knowledge’ through different cultural spheres. Reacting to the discussion of Daniela Tinková’s view of the Enlightenment as a process of spreading and democratizing knowledge and extending information networks, the present text develops these ideas and considers other ways in which art in the Czech Lands during the Enlightenment could be conceptualized. We point out that new centres of culture and broad-based social penetration brought not only changes in the way information on the visual arts was disseminated, but a new situation in which the exchange of knowledge across a variety of social and educational fields was no longer restricted to the hitherto clearly defined professions that had established the prevailing terminology and methodology in their own domains. For example, professional artists might now explore all sorts of fields of knowledge, while traditional humanistic art-theoretical discourse began to attract not only dilettante ‘amateurs’ but also a new class of professional art experts and critics with no formal artistic training. and The study of art thus became an independent branch of knowledge, a component of education, a source of cultural and historical memory, and a badge of patriotism and personal identity. A similar shift can be observed in modes of visual perception, which in the Enlightenment were moulded by an endeavour to extend the traditional range of art consumers and recipients by means of aesthetically oriented education and training. There was also a clear attempt to fulfil the ideal of public art based on modern criteria of ‘taste’, aimed at eliminating persisting social barriers and the cultural monopoly of established aristocratic elites and creating a template for a bourgeois visual culture (sensibility, reappraisal of hierarchy of genres, instruction in drawing, growth of graphic art, etc.). This movement of knowledge also made it far easier for recipients to find their bearings in the art market (exhibitions, reviews, advertisements) by providing them with criteria for judging the quality of artworks and, more generally, promoting the visuality of the dawning industrial age (public access to art collections, industrial exhibitions, the first museums, etc.), and hence to a hitherto unseen extent opening up the world of visual art to the wider public.
This study, in the form of an essay or first draft of opening remarks delivered at an international conference on Culture in the Age of Enlightenment, presents one of many possible models for the conceptualization of the Enlightenment in the Czech Lands. Here Enlightenment is conceived as a process whereby ‘knowledge’ (information) is disseminated and gradually democratized and information networks are expanded. This conception draws primarily on theories of vernacularization and cultural transfer. In view of the directional dynamic, we have focussed mainly on ‘unidirectional’ flow in the sense of dispersal from (informational/cultural) centres to the (informational/cultural) periphery – both socioeconomically (transfer to lower social classes) and geographically (transfer to rural areas remote from major urban and educational centres). In this model, the process of vernacularization and democratization of knowledge was divided into three periods: the early formation of educated elites; the ‘acculturation’ of the middle classes; and the extension of information networks to the petty intelligentsia – and through them to the wider rural population. This last phase, carried out as part of a ‘programme’ of popular enlightenment around the turn of the 19th century, more or less coincided, in the theory Miroslav Hroch, with the first and second phases of the Czech National Revival and relied on the same media (Czech-language newspapers, ‘popular’ literature) and authors (Kramerius, Tomsa, Rulík, et al.)
This study is a response to the preceding discussion on the original essay on the concept of enlightenment. It examines the relationship between enlightenment, national revival and Romanticism, issues of popular enlightenment, and the role of the Catholic clergy in the Enlightenment, with further remarks on the phases and specific features of the Czech Enlightenment.
The paper deals with the development of the education of women teachers in the Czech Lands, the position of women teachers during the lasts few years of the Austro-Hungarian Empire and the creation and importance of women's teachers associations. It depicts the transformation in the teaching profession brought about by the creation of the Czechoslovak Republic, basing itself primarily on an analysis of the Women Teachers Journal. and Článek zahrnuje poznámkový aparát pod čarou