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
The aim of the following study is to analyze Voltaire’s biography about Charles XII as an early part of Voltaire’s historiographical work and also to analyze the ideas of the Enlightenment the author used. The study also tries to answer the question which lesson a reader should get and which interpretations should be on the other hand avoided., Martin Liška., and Obsahuje bibliografické odkazy
The contribution explores the Prague origines of the first Prague and Austrian female author of the Enlightenment, Maria Anna Sager, born Rosskoschny (1719-1805). The reconstruction of the carreer of her father Anton Ferdinand Rosskoschny (1679-1734) at the Böhmische Statthalterei - he ended as "Registrator" and "Expeditor" - proves his social ambitions. On the other hand egodocuments of him conserved in the National Archives at Prague reveal the sorrows and the "stress" of the wellestablished fonctioner, not only his fear in front of the people, but also for his reputation, his family and his soul., Helga Meise., and Obsahuje bibliografické odkazy
In the War of the Austrian Succession one of the major turning points was when Maria Theresa was crowned Queen of Bohemia, because this step strengthened the power of the Houseof Habsburg in Central Europe. For people who belonged to the Reformed Church in the Kingdom of Hungary, this meant that they had to live their lives under the rule of a Catholic monarch. Debrecen was the centre of the Reformed Church and the city prepared for this political situation: pastor Mihály Komáromi H. delivered a special sermon to celebrate the coronation. In this sermon he acknowledged the fact that the Habsburgs had right to the Hungarian throne and tried to use this political advantage to improve the situation of the Reformed Church. This sermon became so popular that a manuscript was made from it and it was a popular reading in the Reformed congregations of the countryside., Ádám Hegyi., and Obsahuje bibliografické odkazy
A major reform in the reign of Joseph II was the establishment in 1786 of the provincial building directorates, through which the court aimed to regulate all public building works in the monarchy. Although the original aim of unifying building regulations throughout the realm was never achieved, the reform was a success and remained in force, with a few minor amendments, until the revolutionary year of 1848. One reason for its success was the elite corps of civil engineers who staffed these institutions. This study looks at advances in technical education, especially engineering, in the Habsburg monarchy from the beginning of the 18th century and the emergence of the Collegia Nobilia, or elite colleges, where graduates were prepared for a career in the Imperial Army. Besides military architecture, the colleges also taught the fundamentals of civil engineering, turning out some of the best‐trained creators of early modern architecture. The development and nature of this elite engineering training is examined with reference to the engineering academies of Prague, Vienna and Olomouc. In all three cases we stress the colleges’ status within the state framework, and their evolution in the light of changing official doctrine and methods of instruction. In all three cases it is clear that during the latter half of the 18th century the original ‘aristocratic’ colleges began to decline and were slowly replaced by similar state‐controlled establishments. As a first step, the court of Joseph II introduced a specialized course in practical architecture at the Vienna Academy of Fine Arts. From around 1800 this model was gradually superseded by the progressive French‐style polytechnic, a modified version of which remains the standard model for technical education to this day., Michal Konečný., and Obsahuje bibliografické odkazy
Adventus of Francis I and Maria Theresa to Florence the capital of the grand duchy of Tuscany represents an event that should not be forgotten. A reference to this ceremonial entrance of the emperor that took place on January 20, 1739 is nowadays commemorated by the Arco di Trionfo in Florence, by the relief on sarcophagus of Maria Theresa and Francois I in Imperial Crypt in Vienna as well as in the preserved written records. Based on one of the period sources (Relazione Dell’ Ingresso fatto in Firenze Dalle Altezze Reali del Serenissimo Francesco III Duca di Lorena, e di Bar, ec. ec. Granduca di Toscana, E della Serenissima Maria Teresa, Arciduchessa d’ Austria, e Granduchessa di Toscana. Il dì 20. Gennaio 1738. ab Inc.), the course of the ceremonial entrance was reconstructed. Bearing in mind its author’s intention to provide an idealized record of the event aiming to glorify the new grand duke the text was subjected to collation with hard facts of the period to obtain a more realistic view of the event., Terezie Pilarová a Magdaléna Marjaková., and Obsahuje bibliografické odkazy
Minor intelligentsia, significantly influenced by the ideas of the Enlightenment and the policy and practice of the church before 1848, included the bishopric priests. The authors show not only their gradual formation, but on concrete examples they prove their mutual relationships, influences and individual activities. The fates of butcher’s, miller’s, farmer’s or weaver’s boys show, on the one hand, the social and professional variety of these representatives of future small town and village elites, on the other hand they point out to important relationships between centres such as Prague or Vienna and the periphery which, in the early nineteenth century, included Budweis and other cities not just in the South of Bohemia., Miroslav Novotný a Tomáš Veber., and Obsahuje bibliografické odkazy