Emotions and passions, especially the negative ones, played a major role in Seneca’s writing: the anger became the object of his philosophical treatise De ira and prevailed also in his tragedies. Seneca was probably the most important model for jesuit playwrigts which implies the question how these authors worked with his conception of anger and rage as destructive emotions, in which measure they took it over or changed it. Jesuit playwrights are represented here by Karel Kolčava whose plays are the only ones published as collected works during his life. In addition, there are (also published) Kolčava’s didactic letters, which gives us the opportunity to compare his theoretical view of anger with the Seneca’s one in the first part of the article. The realization of these conceptions is then observed on a few examples taken from the respective plays of both authors. Finally a special attention is paid to female characters in rage who are so important in Seneca’s tragedies and who can be found in Kolčava’s plays although women were not welcome on the jesuit stage even as characters., Eva Pauerová., and Obsahuje bibliografické odkazy
The article deals with school reports on gains and properties of schools and their masters (the so called "fassiones" in Latin). It focuses on the part of archive of Bohemian Gubernium containing school reports from 1775 to 1792. Previous Czech historians as Josef Hanzal or Jan Šafránek examined these reports especially with the use of quantitative methods, but the goal of this study is to show that more points of view are possible and available. More details about the problems of schools and teachers, content of school instruction, and employed books and tables could also be found in this kind of source., Michal Kneblík., and Obsahuje bibliografické odkazy
The authors aimed to elucidate the circumstances surrounding the compilation of registers of souls in the diocese of Hradec Kralové, in the northeast of Bohemia, in the years 1776 and 1777. They also analysed the three extant registers as demographic sources for the study of the population of the day. The resulting data indicate that in the second half of the 18th century, the state had a considerable influence on how the registers of souls were kept and compiled in the Hradec Kralové diocese, and used them to obtain important information on the population, particularly in matters of religion. The volumes containing the registers of souls in 1776-77 represent an extremely valuable source from a demographic point of view that can be used not only to ascertain the numerical state of the population of a particular locality at the time of their compilation, but to study its age profile, social stratification and the typology of families and households., Jiří Pavlík a Radek Pokorný., and Obsahuje bibliografické odkazy
This paper examines the social origins of the members of the Premonstratensian Canonry at Strahov, Prague, in the last quarter of the 18th and the second quarter of the 19th centuries. In the introduction we outline changes in the composition of the community in the period under discussion (a decline in the number of canons in the late 18th C and its causes; changes in their activities both within the order and in the public sphere). The main focus of the study is two surveys into the social origins of individual Premonstratensians covering the intake of novices in the periods 1750-1763 and 1804-1816, in which we assume they would attain the peak of their monastic career after 20-25 years spent with the order. Our main source was the confirmation of baptism of individual candidates, records of which for the years in question are relatively intact in the Strahov archive; these were supplemented by research in the relevant registries. An analysis of the data showed that the majority of novices at Strahov monastery were young men with an urban background, whereby there is a clearly perceptible shift from the elite urban classes in the first sample to more artisan circles, as well as a higher proportion of privileged boys from small provincial towns, in the second. Surprisingly, in the early years of the 19th century we no longer find the sons of officials employed in patrimonial (i.e. estate) administration. However, a broader chronological sample would be necessary to confirm that this was indeed a long‐term trend. Neither was it confirmed that more young men of rural origin were interested in joining a monastery, as we had assumed, not even those from the Strahov estates. This shift was not to happen till far later in the century., Hedvika Kuchařová., and Obsahuje bibliografické odkazy
This study attempts to analyse the basic tendency of the Austrian state to regulate and control the move of inhabitants. After fading of population theories that saw state wealth in the population growth, therefore supporting immigration, the period of the Napoleonic wars came that became catalyser of a rapid legal development in the field of immigration. Entirely unprepared Austria specialised its basic strategies in respect of foreigners and of the population move control. The attitude of the state to foreigners determines their "utility for the state", which finally results in the establishment of categories of foreigners: privileged, facultative, and undesirable. Applying practical examples, the study specifies such classification of foreigners and of their destinies within the Austrian state. The privileged: The Netherlands textile specialists in the fine cloth factory in Náměšť near Brno; Turkish merchants and subjects of the High Porte of the Jewish religion; the facultative: the Netherlands state officers who, due to their loyalty to Austria, had to leave their homeland after the occupation of the Austrian Netherlands (later Belgium) by the French Republic; the undesirable: The French who were potentially suspected of propagation of revolution ideas or of espionage; here examples of the high French nobility have been specified, i.e. of the de Bombelles family and of dismissed highranking officers of the elite Prince de Condé Regiment (then in active service of Russia)., Zdeňka Stoklásková., and Obsahuje bibliografické odkazy
The aim of this paper is to describe 18th century "language criticism" (Sprachkritik) in the Bohemian Lands and underline its role within the process of establishing of the literary criticism. In the Habsburg monarchy, the language criticism can be traced back to the late 1740s; its origins are linked to the southern German sense of cultural (and thus linguistic), political and economical backwardness and to the efforts to catch up with the mostly protestant countries of Central and Northern Germany. The authors of this article examine not only reflections of used language and style in particular works, but also the position, prestige and function of various languages (German, Latin, Czech) themselves. The trends in language criticism and - in the narrower sense - language cultivation are examined with the use of both expert contributions to learned discussions and publicistic articles in critical journals aiming at a larger audience. In the whole process, several moments that meant a significant impulse for language criticism can be observed. The first one would be the appointment of Karl Heinrich Seibt as university professor of Schöne Wissenschaften (belles lettres), rhetoric, historia litteraria and ethics in 1763, followed by the efforts to establish a learned society, Josephine reforms and foundation of a chair of Czech language and literature at Prague university in 1791. Finally, the tightening of censorship from the second half of 1790s on had a considerable influence on criticism; its subject started to change and it began to focus on a different group of intended readers: while it used to try to educate potential future authors, afterwards it concentrated more and more on educating of the "common reader" and engaging him into critical reflections on belles lettres., Václav Petrbok a Ondřej Podavka., and Obsahuje bibliografické odkazy
In the present text I have attempted to describe the profession of elementary school teacher and the changes it underwent in the last quarter of the 18th century. At that time, the education of the majority of children between the ages of six and twelve or thirteen was mostly in the hands of village schoolmasters, and these are my primary focus. Following the reform of the education system by Maria Teresa, teachers in Bohemia and Moravia were trained predominantly in what were known as preparanda at the Normal School in Prague. Their training differed from that of their predecessors in that their knowledge was now tested in examinations, with greater emphasis on teaching methods and closer supervision. Drawing on lists of teacher training graduates and other sources, I have analysed how many graduated every year and under what conditions, what textbooks they later used in the classroom, and the official view of pedagogy at that time. From those lists I was able to conclude that graduates who only spoke Czech ended up teaching only in small Czech-medium village schools. By looking at certain individual teachers more closely (such as the composer Jakub Jan Ryba, the pastor Tomáš Juren and several members of the Vlach family of teachers from Boleslav), my aim was to describe in outline the career of these "Czech" village schoolmasters, their motivation, level of knowledge, and deduce what they probably taught. From 1787 on, they were subject to inspection by regional school commissioners. I focussed on the first sixteen of these (one for each region), noting in particular how they were selected, their duties and aims. For it is they who were the guarantors of the new school system and the disseminators of the new thinking.As a result of the reforms, mandatory training and more exacting standards, elementary school teachers were able to improve their social standing and prestige., Michal Kneblík., and Obsahuje bibliografické odkazy
As servants of their church community, teachers had to spend much of their time on activities that today we might consider secondary - tasks relating to their ancillary duties as cantor, organist or verger. But in rural communities the teachers, alongside the priests, were often the only educated men in the parish and played a not inconsiderable role in the early stages of the national revival movement. The school reforms passed in 18th century Hungary opened the way for teachers - even those in elementary schools - to improve their social standing and prestige, on condition they fulfilled certain expectations as formulated in the basic reform programme, Ratio educationis (1777). Our paper examines the new types of school (normal, preparatory) that offered teachers better chances of social advancement and public acceptance. Drawing on case studies of teachers in several schools, it documents how they managed to meet the demands made on them while still pursuing and realizing their own ambitions., Eva Kowalská., and Obsahuje bibliografické odkazy
The article considers the writings of the sculptor Andreas Schweigl (1735-1812) and the painters Ignaz Chambrez (1758-1842) and Josef Heřman Agapit Gallaš (1756-1840). Around the year 1800, these three Moravian artists recorded their thoughts and insights in a number of texts that variously combined the traditional literary genre of artist’s biography with artistic topography, art criticism and a historical interpretation of early Moravian art and culture. Since all three were in some way connected with the new system of art education, the aim of this study is to examine whether and in what way standardized education affected not only their professional careers, but also their thinking. For all three, that thinking was rooted in a historical interpretation of the early art and culture of Moravia. All three discuss the function of art, artistic ideals, and to some extent the concept of the creative genius, as well as reflecting, directly or indirectly, on the theme of decadence as one stage in the cyclical view of history, in line with the paradigm of the age. The author sets out to compare their texts and in general terms show 1) how artists themselves viewed the importance of art education at the end of the 18 century; 2) how they responded to the changing role of the artist in society; and 3) how they defined artistic ideals and the artist’s social purpose. It is the wider implications of these changes in the artist’s social status, and in the function of art in Moravia and Central Europe generally, that form the primary focus of this study., Pavel Suchánek., and Obsahuje bibliografické odkazy
This work deals with the changes of rhetorical education and emotional orders in the second half of the 18th century. The aim of the research is to assess the relations among language education, funtions of medias, anthropological models and expression of emotions on the Threshold of enlightenment. The background of the research shapes the transformation of rhetorical tradition. The research of the broad field of pedagogical, rhetorical and moral discurs is focused on the collegium of Karl Heinrich Seibt., Václav Smyčka., and Obsahuje bibliografické odkazy