Universitate, societate, modernizare: organizarea şi activitatea ştiinţifică a Universităţii din Cluj (1919 - 1940)
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| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | Romanian |
| Veröffentlicht: |
Cluj-Napoca
Eikon
2003
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| Schriftenreihe: | Colecţia Istorie contemporană
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| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Zsfassung in engl. Sprache u.d.T.: The structure and scientific activity of the University of Cluj, 1919 - 1940 |
| Beschreibung: | 601 S. |
| ISBN: | 9737987063 |
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Datensatz im Suchindex
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| adam_text | UNIVERSITY-SOCIETY-MODERNIZATION
The Structure and Scientific Activity of the
University of
Cluj,
1919-1940
Summary
The present research in the history of the structure and
scientific activity of the University of
Cluj
(1919-1940)
originated
in our special interest in the inter-war history of the university and
of the Romanian culture. Historiography dealing with the history
of the university was dominated for several centuries by the ideea
according to which the university was an institution with an
autonomous evolution. Consequently, the history of the
university was a reconstruction of the institution itself, with no
reference to society. It was not only due to the characteristics of
the modern university, especially in the last part of the 19th century
and, preponderantly, in the 20th century, that the history of the
university promoted a complex approach, connected to science,
culture, but also to economy and social aspects as a whole. In
other worlds, the university has always been considered an
institution that, while maintaining certain autonomous functions,
evolved in correlation with the progress of society. Agreeing with
the last formulation, we intended to reconstruct a first coherent
thematic set regarding the history of the University of
Cluj
(the
inter-war decades), as a history of Romanian culture and society.
The first chapter of the book,
Iăeea de universitate modernă în
cultura româna
(1848-1918)
/The Concept of Modern
University in
Romanian Culture
(1848-1918),
is an outline of the historical steps
582
Vasile
Puşcaş
taken to institutionalize higher education in the Romanian
cultural area and of the concept of modern university up to
World-War I. Noticing a world-wide historiographical
preoccupation with the history of the university, several of the
recognized opinions on the types, models and chronology of the
university evolution are presented. Despite the wide range of
viewpoints, contemporary historiography has achieved almost a
consensus with regard to the explanation of these numerous types
and chronologies, namely, the conditioning of the model or type
of university, the social, economic, political and
cultural-ideological preocupations of the historical epochs. Or, as
J. J. Chapman wrote, every university is a consequence of its
time . That is why, when the reconstruction of the university
history or of a model or type of university is being attempted, one
has to start with the presentation of the ideal of a university ,
which includes a presentation of the view on the role of this
institution, the content of its activities and the means or methods
to achieve the respective ideal. An example in this respect is given
by analysing the evolution of the modern university in Europe in
the second half of the 19th century and the beginning of the 20th.
From the presentation of several types of the European
universities, it results that during the respective period there was
a frequent dialogue with American universities, which
contributed to the sketching of the main directions in the process
of establishing a new definition and new attitudes towards
scientific knowledge and higher education. An outcome of a real
university movement for modernization, contemporary
universities have developed by continual improvement and
adjustment to the social ideal. And, last but not least, the concept
of modern university is in a natural symbiosis with the views on
man, culture and civilization.
In order to see to what extent these issues were matters of
the deep concern in sketching the profile of Romanian
universities, the same first chapter includes several considerations
regarding the institutionalization of higher education in
Universitate, Societate, Modernizare
583
Romanian culture in the 19th century. The revolution of
1848
stated the desideratum of an equal, progressive and complete
education in the Romanian language. This actually became a
distinct and most important point in the effort towards the
modernization of the Romanian society, as revealed by the
analysis of the evolution of the concept of university in our
cultural area between
1848-1859.
During the same period, there is
an increased number of presentations of all European university
models of the epoch, simultaneously with the statement
regarding the founding of the Romanian national university . At
the same time,
Cuvântul unui
student
despre necesitatea Academiei
la
români
/A Student s Address on the Necessity of a Romanian Academy
(1853)
by Simion
Bărnutiu
presented one of the most coherent
definitions of the university, which was shared by the greatest
part of the Romanian intelligentsia of the time. Although several
different words were used
-
University, Academy, Athenaeum
-
it was considered important that the higher education institutions
should be available to the entire Romanian nation,
Transylvanians included. Under the circumstances of the
Central-East-European area in the 6th decade of the last century,
Romanian public opinion was mobilized in supporting the
unionist efforts. Even in that atmosphere, the intelligentsia did
not abandon the thought of an academic projection, which they
already integrated into a new state framework, resulted from the
union of Moldavia with Wallachia.
The Union of the Principalities in
1859
moot the question of
the modern construction of the state, which also asked for the
formation of an intelligentsia that was to assume various political
and administrative positions. That is why, as A. D. Xenopol said,
A. I. Cuza s epoch means exactly the
descendent
of cultural
ideas into the surrounding facts . As early as
1859
several
academic projects were issued, which materialized in
1860
in
Iaşi
and in
1864
in Bucharest. Althought the statutes of the new
universities did not state very clearly their role and way of
functioning, the modern institutionalization of Romanian higher
584
Vasile
Puşcaş
education was now following the European approach and offered
the opportunity of providing the nation with a common fund of
scientific and moral culture of higher quality. And the law of
public education of
1864
sanctioned, however briefly, the
fulfilment of this ideal pertaining to the process of modernization
of the Romanian society. After the setting up of the universities in
Iaşi
and Bucharest, the ideea of a Romanian university in
Transylvania was even more frequently mentioned in the
political, cultural and economic addresses of the Romanians in
this province.
Telegraful Român
and
Gazeta Transilvaniei
carried out ample campaigns in this respect. And when the
Magyar university was founded in
Cluj,
the National Conference
of the Romanians
(Sibiu,
May
5-6, 1872)
requested linguistic
parity at the University of
Cluj.
The last few decades of the 19th century, the Romanian
public opinion was concerned not only with the founding of
universities, but more and more frequent questions referred to the
relation with the different European university models of the
time. Thus, there was a real effort to improve and consolidate
Romanian universities along the line of the European university
movement . The German and the French academic models were
referred to more insistently, the former for its structure and
scientific activity, the latter because of the organisational
similitudes and the parallelism of certain experiments. The
criticism of Romanian universities was more and more virulent,
and this was along the lines of a trend which analysed cultural
and scientific aspects in relation with the state and, especially,
with politics. Having as examples the opinions of M.
Kogămiceanu,
S.
Haret and
T.
Maiorescu, we can see that the proposals for the
modernisation of higher education were taken from the most
progressive European conceptions on universities, being accepted
those elements which could be adapted to Romania s needs. As a
Romanian academic experience was taking shape in connection
with the European academic movement, towards the beginning of
World War I all elements that could lead to a Romanian synthesis
Universitate, Societate, Modernizare
585
meant to influence the development of Romanian universities
after
1918
were present.
The second chapter,
Condiţiile istorice ale întemeierii
Universităţi româneşti din Cluj
(1918-1920) /
The Historical
Circumstances of the Foundation of the Romanian University in
Cluj
(1918-1920)
makes a presentation of the background, outlooks and
manner in which the Romanian University in
Cluj
was founded.
World War I put to the test the values promoted by the
universities on their way to modernisation, i. e. by adding
scientific research to teaching and by promptly answering the
needs of the society. The post-war period recorded new aspects
like, for instance, the humanistic meaning of the academic
activity. During the war and immediately afterwards, the
specificity of American universities, which, around
1920,
entered
the competition with some of the best European universities,
distinguished itself as a world characteristic of the concept of
university.
The Union of
1918
gave rise to a cultural optimism in
Romania, which would be sensed in the concern for the cultural
organisation as well as for creation proper, in the democratization
of culture and the dialogue with the world. Scientists and men of
culture insistently supported social reforms and especially an
increase in the economic, cultural and political level of the
citizens. Romanian university professors knew that their activity
was to involve from a reality of a delay in the development of
society, but this did not discourage them, because they considered
it was their obligation to make up for what has been lost due to
the hostility of fate . That is why warnings were heard quite
frequently saying that the aims of post-war universities could no
longer be kept at the level of the
1864
concepts.
Constantin
Rădulescu-Motru s
suggestions that there was a need for
academic modernization so that Romanian institutions should
equal the best Western universities had more supporters than
before the war. At the same time, Romanian intelligentsia aspired
to the establishing of a Romanian university that would adequately
588
Vasile
Puşcaş
academic . However, when
Pârvan
was hoping that the new
University of
Cluj
would begin its reorganization by immediately
applying his project, O. Ghibu and S.
Puşcariu
said that moment
(1919)
Romania s internal and international situation rendered
such an action impossible. They considered
Pârvan s
project a
wonderful ideal that could only be achieved step by step, in a
quite long period of time. However,
Pârvan s
academic program
was considered, even at that time, the standard project, which the
entire reform of the
Cluj
University related to.
After presenting this framework of academic, cultural and
political ideas in which the question of nationalizing the
University of
Cluj
was mooted after Word War I, the main
moments and stages of this event are depicted: Romanian
authorities taking over the University, the university authorities
being set up, the beginning of the teaching and scientific activity,
and the official opening of the Romanian University of
Cluj.
Special attention is given to the manner in which the University
was taken over because this was a controversial subject in the
papers of the time and literature dealing with the University of
Cluj.
In fact, the available historiographical sources themselves
have had a troubled history. At the same time, this event is
presented in the context of the similitudes with Central and
Western Europe. In connection with the issue of nationalization
and reorganizatin of the
Cluj
University, the expression of public,
intellectual and political opinion in Romania has a special
relevance. The nationalization of the
Cluj
University on May
12,1919,
as a first step towards its reorganization on a Romanian and truly
modern basis, is reconstructed according to facts and chronology.
In order to see the manner in which this desideratum was
built up, this work reconstructed the first steps towards the
Romanian organization of the University, beginning with the
recruiting of professors. In this respect, there is a parallel between
the University of Strasbourg and the University of
Cluj,
which the
author emphasized up to the point of cultural and political
opinion. The activity of the University Committee
(Puşcariu)
is
Universitate, Societate, Modernizare
589
presented, as well as the entire procedure of employing the first
Romanian professors at the University of Cktj. Noticing that
Romanian authorities (the University Committee) were
determined from the very beginning to build up a modern
university in
Cluj,
the strictness and seriousness with which
Romanian professors were selected and foreign scholars were
invited are depicted. The experience of the Romanian University
of
Cluj
in this field was recalled during the inter-war period by all
universities in Romania, inclusively in the legislative initiatives
regarding universities.
Another step in the reorganization of the post-war
Cluj
University was the assigning of the university authorities and the
preparation for the opening of the University in the fall of
1919.
The manner in which the authorities were elected and their
endeavours to achieve their objectives are depicted. A justified
stress, according to our opinion, was laid on the very beginning of
the didactic activity at the University of
Cluj,
marked by the
professor V.
Pârvan s
opening speech,
Datoria
viefä
noastre
(Our
Life s Duty) (November
3,1919).
Administrative activities, as well
as activities meant to solve various material difficulties were
depicted too.
The author also presents the official opening of the
Romanian University in
Cluj
by reconstructing the ritual that is
usually carried out in these occasions. In this subchapter,
emphasis is not laid on the presentation of facts, but mostly on
their cultural, scientific and political meaning. This procedure
was used mainly because the event was compared with the
similar one at the University of Strasbourg. And especially due to
the fact that it had a special internal and international political
echo, because it foreshadowed the attitude of the main actors at
the Peace Conference in Paris
(1919-1920).
From its beginning, the founders of the University of
Cluj
wanted it to develop in such a manner as to have its own
personality. And this was imagined as a combination of scientific
functions and training. It was for this reason that the very
590
Vasile
Puşcaş
evolution of the University s structure between the two world
wars went along the co-ordinates of scientific and didactic
activities. The third chapter,
Organizarea ştiintifică şi didactică
a
Universitătii clujene în perioada interbelică
(The Scientific and
Didactic
Organization of the University of
Cluj
Between the Two World Wars)
depicts the way in which the university units in Alma Mater
Napocensis were structured in a term of two decades. At the
beginning of this chapter, two subjects that contribute to the
understanding of the organizational process at the University in
Cluj:
1)
the directions of evolution of the European and American
universities between the two world wars;
2)
the
Cluj
academic
ideal during the same span of time. As a characteristic of the
epoch, we can say that Europe, the U.S.A. and other parts of the
world were aware of the extremely important mission of the
modern university, which became one of the basic institutions of
the state, with
excelent
perspectives of evolution. In parallel with
this phenomenon, the so-called academic crisis also became
manifest, as a result of the economic crisis and mainly of a
distortion of the academic spirit. The respective situation
originated in the attempts at imposing utilitarianism in
universities and in the appearance of certain social and political
trends in a troubled society.
By reconstructing the inter-war
Cluj
academic ideal, we
aimed at finding out to what extent the University of
Cluj
was
able to get organized and function in good conditions. By
defining its own ideal, the University of
Cluj
was not seeking a
monadistic individuality, but its integration into the European
and world ideal. Starting with the set of problems mooted by
Pârvan,
numerous
Cluj
professors, like Iuliu Hatieganu, I. Iacobovici,
V.
Bărbat, FI. Ştefănescu-Goangă
and many others participated in
establishing the main directions of scientific research, didactic
activity, professional and international relations, students social
and cultural life, education, etc., at the University of
Cluj,
as well
as in finding the best ways to achieve their ends. At the same
time, combining the particular with the general, the regional with
Universitate, Societate,
Modernizare
591
the national and the universal, the
Cluj
university professors were
convinced that they serve, first of all, the interests of their nation s
progress.
As to the process of organizing the University of
Cluj,
we
should mention that as early as the summer of
1919,
the
University Committee
(Puşcariu)
suggested that the modern
outlook, according to which the University was supposed to be a
well-structured complex in which constituent parts were
complementary, should be taken into account from the very
beginning. The university structure included faculties,
departments and institutes. In order to inhance their functions, in
the technical and scientific circumstances of the inter-war period,
other so-called auxiliary units were set up. They were called
departments and offices. The latter had administrative
prerogatives directly related to the University or the faculties, and
sometimes even didactic (laboratories, clinics, experimental fields,
research stations, museums etc.). However, we should point out
that the organizational structure in
1919-1920
was considered
perpetually perfectible. The very first rector of the Romanian
University in
Cluj,
professor Sextil
Puşcariu,
initiated in
1920
a
university reorganization plan that was to be carried out in about
10
years, and which took into account the economic potential and
the necessity to carry out the scientific research programs.
Although the building of a campus according to the English and
American model was not possible, as compared to the agitated
university life in Bucharest,
Cluj
turned into a university town
that provided the youths with reasonable study conditions.
The reorganization of the faculties, departments and
seminaries also had a dynamics of their own. This book depicts
the evolution in this field in accordance with the tasks these
university units assumed between the two world wars.
Remaining since
1919
with the classical formula of the four
faculties
-
letters and philosophy, sciences, law and medicine
-
Cluj
academics tried to amplify and multiply them according to
the modernizing aspirations and to the needs of the society, but
592
Vasile
Puşcaş
no other units of this kind were added until
1940.
The professors,
who actually gave a particular configuration to each faculty,
played an important part. Generally, the German model was
adopted, according to which the department was a didactic and
scientific center, but amendments were also made as a result of an
increase in the scientific research activity and an intensification of
the specialization tendencies. Special attention was given to the
structure and activity of seminaries (for instance, mathematics,
art, history etc.) that tended to become real laboratories for
acquiring the methods and skills of scientific research.
The organization and institutionalization of scientific
research was one of the main concerns of the first authorities
assigned to set up the Romanian University of
Cluj.
The
departments, seminaries and laboratories had important scientific
tasks, but special stress was laid on institutes. In the conception of
the University Committee
(Puşcariu),
the institute was an
organization consisting of one or more laboratories in which,
besides scientific education of any kind, scientific problems are
being researched, especially problems of national economy . But
this was not a statistic outlook. E.
Racoviţă
suggested that the
institute should be an administrative entity including
autonomous didactic and scientific departments, having the same
speciality or specialities with common general needs, belonging
to one or more Faculties . V.
Bărbat,
referring to the achievements
in the U.S. (especially the Johns Hopkins University), considered
this institution the acme of modern schools . Surely, due to the
ampleness and thoroughness in organizing the scientific research
institutes, the University of
Cluj
became the type of university
that was not simply a place where science was reproduced, but
also a place of original researches. Between the two world wars,
the University of
Cluj
had almost all the types of institutes
existing in the universities of the time. From a quantitative point
of view, institutions with a double task, scientific and didactic,
were predominant (see the complex of institutes at the Faculty of
Medicine). This was also a result of the fact that, due to the
Universitate, Societate, Modernizare
593
material
conditions
at that time, it was suggested that the
available resources of the didactic and scientific units of the
University should be combined to obtain enhanced results. Due to
the proliferation of specializations, exclusively scientific institutes
became quite famous on a world level. The founders of the
Romanian University of
Cluj,
sensed these changes and proposed
the institutionalization of such scientific centers too (for example,
the Institute of Spaeology). The
Cluj
University s option for an
organization meant to enhance the scientific research potential
implied also the necessity to provide the specific instruments.
From among them, the author presents the University Library
and the libraries of the institutes and seminaries.
One of the fundamental issues with modern universities has
always been the material resources. The numerous functions of
the modern university, in direct connection with the needs of the
society, can only be fulfilled if the university is in good working
conditions . In subchapter
3.5.
the subject of financing and of
material resources at the University of
Cluj
between the two
world wars is dealt with. The ways in which material and
financial resources were obtained, from state budget to private
donations, the situations that led to frequent censoring of the
modernizing enthusiasm at the University of
Cluj.
In accordance
with the seriousness of its impact, the implications of the great
economic crisis of
1929-1933
on the structure and activity of the
Cluj
University ale also depicted.
The reorganization of the University of
Cluj,
which began in
1919,
was carried out in a particular legislative context regarding
higher education in Romania. However, it becomes clear that this
was not viewed as a Procustian bed, since it was in harmony with
the contemporary level of science and the needs of society that
was being sought, not necessarily with an existing law. The set of
legal documents that stated the juridical statute of the Romanian
University of
Cluj
aimed at its integration not only into the
Romanian unitary academic system , but also into a higher
education code capable of accomodating the University to the
594
Vasile
Puşcaş
post-war realities of modernity. The example of the structure and
activity of the University of
Cluj
was the motive for several
legislative initiatives in the field of higher education, proposed by
the University of
Cluj
itself. But perhaps the most insistent
preoccupation in this domain was to impose the concept of
university autonomy and comply with it. The definition given by
the draft law drawn up by
Racoviţă-Călugăreami
(1924)
was the
most comprehensive and the best suited to the specific features of
the Romanian universities of the time. We should point out that,
generally speaking, at the University of
Cluj
there were no
excesses in interpreting and applying university autonomy.
The fourth chapter,
Activitatea ştiinţifică şi didactică
la
Universitatea din Cluj
(1919-1949)/The Scientific and Didactic Activity
at the University of Chi)
(1919-1949),
presents the role, weight and
importance of scientific research at the University of
Cluj,
as well
as its impact on the educational process. In fact, these issues were
a dominant characteristic of the academic movement at the
beginning of the 20th century and after World War I. From the
very foundation of the University of
Cluj,
it was considered that
science can only be elaborated and taken one step ahead trough
the University . Moreover,
benefitting
of the academic experiences
of the epoch, the University of
Cluj
resorted to a rational
appreciation of the relationship science-society. Although it
appeared to be a very ambitious program, it took its arguments
both from the scientific preoccupation of the Transylvanian
Romanian intelligentsia, and from the needs resulting from the
developments of the inter-war period. Therefore, at a time when
hierarchies of the university functions were still being established,
the University of
Cluj
stated, from
1919
to
1940,
that the main
mission of the University was to produce science and to be the
most important scientific research center in Transylvania.
Pragmatically, the University of
Cluj
tried to prove the creative
abilities and the high standard of Romanian science. It did it also
with a view to being included in the value competition of
European nations. From the middle of the fourth decade
Universitate, Societate, Modernizare
595
onwards, the
Cluj
University authorities stated outrightly that the
existence of a people depends on the standard of its culture, and
that a nation s strenght depends directly on its scientific and
cultural patrimony. The norm that supported the development of
scientific research in relation with the needs of the society/nation
was labeled as realistic and national at the University of
Cluj
between the two world wars.
It can be easily seen that the scientific preoccupations of the
Transylvanian Romanians before
1918
were mainly in the field of
history and philology. Supporting an institutionalization of the
scientific research meant to ensure independence and initiative,
the Romanian University in
Cluj
achieved, in its very first years of
activity, a progressive increase in all fields of science. However,
we should add that the historical and philological sciences
represented, in the Romanian intellectual and scientific
environment, a tradition that gave the scientific research at the
University of
Cluj
a certain specific character. The fact that this
field was a major presence at
Cluj
is also due to the presence,
from the very foundation of the Romanian university in
Cluj,
of a
number of famous scholars, who continued their work after
1919
in better conditions, as compared to the previous period. After a
short period of restraint and obstruction, during the first post-war
years, the Magyar intelligentsia in Romania began to manifest
itself through creation, not only through negation. The
department of Magyar language and culture gained more
consistency when professor
Kristóff
was assigned as its titular. It
became a focal point not only for the historical and philological
field, but, in general, for culture and journalism. The studies of
professor G. Kirch and his collaborators with regard to the history
and culture of the Transylvanian Saxons and of the Swabians in
Romania were also very important.
Philosophy had a quite difficult start at the Romanian
University of
Cluj,
but it began to manifest itself distinctly in the
fourth decade, when a group of youths dedicated to this field
appeared. D. D.
Roşea
represents the beginning of the true
596
Vasile
Puşcaş
generation with a passion for the philosophical issues proper
and
Livra
Rusu,
following in the chair of I. Paul, proved to have
valuable creative abilities in the field of aesthetics. But, obviously,
philosophical creation at the University of
Cluj
reached its highest
point with the coming of
Lucian
Blaga,
one of the Romanian
cultural personalities that consolidated the scientific prestige of
this institution.
Juridical sciences were represented at the University of
Cluj,
mainly during the third decade, by practitioners with a
considerable experience in the legal profession, which they had
gained before World War I. The Faculty of Law in Gluj received
an infusion of scholars by including the professors from the
Academy of Law in
Oradea.
Psychology was a scientific field with exceptional results at the
University of
Cluj.
From the very beginning,
FI. Ştefănescu-Goangă,
the founder of the first Romanian institute of experimental
psychology
-
in
Cluj
-,
directed the psychological scientific
research along the latest lines of research, which were very close
to the preoccupations in Western Europe and the U.S. Pedagogical
research developed in close relation with experimental
psychology.
Natural sciences had a special place among the scientific
preoccupations at the University of
Cluj,
and they were also the
proof for the existence of a Romanian constructive work .
Theoretical and mainly applied researches in the field of medical
sciences were particularly extensive. Mathematics was one of the
highest scientific points at the University of
Cluj
between the two
world wars, remarkable results being obtained in the field of
analysis, geometry, mechanics and the history of mathematics.
Rejecting vulgar utilitarianism, the University of
Cluj
did not
avoid direct contact, from the viewpoint of scientific research,
with the economic and social sphere. The chemistry department
of the Faculty of Sciences initiated numerous new methods, some
of which were included in foreign chemistry textbooks, and were
used in famous laboratories and Western universities, as well as
Universitate, Societate, Modernizare
597
in industry, pharmaceutics
etc. A
similar
direction was followed
by the researches in the field of physics, which were needed by
the Transylvanian industry. The theoretical and the practical
approach also intermingled in such domains as geography,
geology and petrography.
The publication of scientific journals was an essential part in
the Universiy s policy between the two world wars. In this
respect, there was a stimulative competition among all the
didactic and the scientific units of the University. Each faculty,
institute, laboratory and clinic aimed at achieving notable results
in their field of research. These results, as well as the scientific
dialogue, were to be reflected in the publications of the
University. The author presents the main cathegories of
publications and especially those that defined the profile of
certain true scientific schools in the Transyilvanian metropolis.
These journals, together with other scientific tools, contributed
substantially to the natural scientific dialogue required by the
modern research, and by the need to mould the scientific outlook
in a society that aspired to progress and the elimination of
development discrepancies.
Faithful to the established function of the University, i. e. that
of training the youths and giving them a profession, the University
of
Cluj
insisted on carrying out mis duty also through science, civic
and moral education included. This issue is dealt with in three
subchapters, which depict the relation science-training-education
in moulding intellectual youths, the contents of the didactic activity
and the didactic directions/methods required by the present stage
in the development of sciences and by the needs of the epoch. The
relationship between scientific research and teaching was so much
insisted upon, that some faculties even included it in their statutes.
Moreover, according to such a university strategy, the professor
himself was supposed to combine his cultural-scientific prestige
with teaching.
The fifth chapter pays attention to the refuge of the
University of
Cluj
in
Sibiu,
between
1940
and
1945,
following the
598 .
Vasile
Puşcaş
Viena
Diktat.
The Romanian professors of the University,
although taken by surprise of the
Cluj
yielding, have rapidly
understood the necessity of evacuation and transfer of the
University to another location
(Sibiu
and
Timişoara).
The University of
Cluj
in
Sibiu
has become a fighter
university , striving to keep its institutional existence and probe
functions related to the necessity of the society. Attention is paid
to the efforts of professors, University personnel, students, as well
as host cities
(Sibiu
for three faculties and
Timişoara
for one
faculty), to ensure the continuation of academic and scientific
activities at highest standards during the refuge. The return of the
University in
Cluj
took place after five years of refuge and interim
situation. Alma Mater Napocensis reopened as civitas
academica
Claudiopolis in the autumn of
1945.
Therefore, the historiographical reconstruction proposed in
this volume proves that the diversity, the amount and the quality
of scientific results, paralleled by an exemplary organizational
work, resulted in a stage of scientific research carried out at the
University of
Cluj
when it could dwell, in a scientific spirit , on
the issue of truth . Dealing with this subject by constantly
referring to the European context, university context included, the
author tried to present the competition the Romanian University
of
Cluj
entered consciously in order to prove the vitality and
value of our culture, science and nation s potential. This treasure
of achievements accounts for the way in which the University of
Cluj
withstood its unfavourable fate between
1940-1945
as well as
the post-war circumstances.
Translated by Liviu Bleoca
CONTENTS
Preface to the second edition
......................................................................................9
Comment on the second edition
................................................................................21
Contents
...................................................................................................................19
I. THE CONCEPT OF MODERN UNIVERSHY IN ROMANIAN CULTURE
(1848-1918)..............................................................................................................23
1.1.
The Historiography Regarding the History of the Univerity and the
Concept of Modern University
.......................................................................23
1.2.
The Modern University in Europe in the Second Half of the
19th Century
-
the Beginning of the 20th Century
...................,.......;...........28
1.3.
Considerations regarding the Institutionalisation of
Higher Education in the Romanian Culture (until
1848)........................40
1.4.
The Concept of University in the Romanian
Cultural Space,
1848-1859.................................................................................51
1.5.
The Founding of the First Romanian Universities
(1860-1864)................60
1.6.
The Movement for a National University with the Transylvanian
Romanians (the End of the
19
љ
Century
-
the Beginning of
the
20 *
Century)
.................................................................................................64
1.7.
The Development of the Modern University in Romania (the End of
the
19й1
Century
-
the Beginning of the 20th Century)
.............................. 69
Я.
THE HISTORICAL CIRCUMSTANCES OF THE FOUNDATION OF THE
ROMANIAN UNIVERSITY IN
CLUJ
(1918-1920)..............................................79
2.1.
The Concept of Modern University and the International University
Movement at the End of World War I
.........................................................79
2.2.
The Great Union of
1918 -
the Creation of Hie Framework for the
Development of the Romanian National Culture
................;...........;........87
2.3.
The University Ideal in Romania, the First Years After the War
.............90
2.4.
Vasile
Pârvan
and the Ideal of the National University of
Upper
Dacia
.....................................................................................................102
20
Vasile
Puşcaş
2.5.
Taking Over the University of
Cluj
................................................................129
2.6.
The Selection of the First Professors at the University of
Cluj
................163
2.7.
Setting up the University Authority and the Beginning of the
Activity at the University of
Cluj
..................................................................198
2.8.
The Official Opening of the University
.........................................................219
2.9.
The Signifiance of the Foundation of the Romanian
University in
Cluj
..............................................................................................238
III THE SCIENTIFIC AND DIDACTIC ORGANIZATION OF THE
UNIVERSITY OF
CLU}
BETWEEN THE TWO WORLD WARS.
...................245
3.1.
Directions in the Evolution of the
University
Between
tihe
Two
World Wars
........................................................................................................245
3.2.
The bter-War University Ideal in
Cluj
.........................................·...............
25A
3.3.
The Evolution of the Organizational Structure of
the University of
Cluj
.......................................................................................271
3.3.1.
The Development tfthe University Between the Two World Wars
................271
3.3.2.
Faculties, Departments, Seminaries
.....................................................................279
3.3.3.
Scientific Research Institutes
.................................................................................293
3.3.4.TheUmversity
Library
...........................................................................................305
3.4.
Financing and the Material Resources of the University of
Cluj
...........314
3.5.
The Structure of the
Cluj
University
and the Academic
Legislation/Autonomy
(1919-1940)............................................................
339
IV. THE SCIENTIFIC AND DIDACTIC ACTIVITY AT THE UNIVERSITY OF
CLUJ
(1919-1940).................................................................................................362
4.1.
The University and the Scientific Research at the Beginning of the
20111 Century
........................................................................................................361
4.2.
The University of
Cluj
and the Relationship Science-Society
Between the Two World Wars
......................................................................367
4.3.
Scientific Research Directions at the University of
Cluj
...................·.......
38б
4.4.
Scientific Publications at the University of
Cluj
...................................·......428
4.5.
Contributions to Scientific Dialogue and Communication
.....................445
4.6.
Academic Actions of Education Through Science and Moulding the
Scientific Outlook
......................................................................................·.......459
4.7.
Science-Training-Education in Moulding Intellectual Youths...
............475
4.8.
The Contents of the Didactic Activities at the University of
Cluj
..........484
Mniversitate,
Societate, Modernizare
21
4.9.
Didactic
Directions and Methods
...................................................................497
4.10.
The Relationship Between Scientific Research and Didactic
Activity at the University of
Cluj
..................................................................514
4.11.
The Scientific and Didactic Results at the University of
Cluj
between the Two World Wars
......................................................................527
V. THE REFUGE AND THE RETURN IN
CLUJ
OF THE KING FERDINAND I
UNIVERSITY
(1940-1945)..................................................................................539
5.1.
The Eviction and Refuge of the King Ferdinand I University
from
Cluj
(September
1940)...........................................................................539
5.2.
The Reorganisation of the King Ferdinand I University
...................546
5.3.
The University of
Cluj
in
Sibiu
and the Context of War
.......................556
5.4.
The Return of the King Ferdinand I University in
duj
(1945)........560
SELECTIVE BIBLIOGRAPHY
............................................................................567
Collections of Documents. Publications.
Memoires
........................................567
Archive Collections. Manuscripts
.........................................................................568
Press and Periodicals
.................................................................................................569
Special Papers. Studies. Articles
.............................................................................569
UNIVERSITY-SOCIETY-MODERNIZATION
The Structure and Scientific Activity of the University of
Cluj,
1919-1940.........581
Index
......................................................................................................................599
|
| adam_txt |
UNIVERSITY-SOCIETY-MODERNIZATION
The Structure and Scientific Activity of the
University of
Cluj,
1919-1940
Summary
The present research in the history of the structure and
scientific activity of the University of
Cluj
(1919-1940)
originated
in our special interest in the inter-war history of the university and
of the Romanian culture. Historiography dealing with the history
of the university was dominated for several centuries by the ideea
according to which the university was an institution with an
autonomous evolution. Consequently, the history of the
university was a reconstruction of the institution itself, with no
reference to society. It was not only due to the characteristics of
the modern university, especially in the last part of the 19th century
and, preponderantly, in the 20th century, that the history of the
university promoted a complex approach, connected to science,
culture, but also to economy and social aspects as a whole. In
other worlds, the university has always been considered an
institution that, while maintaining certain autonomous functions,
evolved in correlation with the progress of society. Agreeing with
the last formulation, we intended to reconstruct a first coherent
thematic set regarding the history of the University of
Cluj
(the
inter-war decades), as a history of Romanian culture and society.
The first chapter of the book,
Iăeea de universitate modernă în
cultura româna
(1848-1918)
/The Concept of Modern
University in
Romanian Culture
(1848-1918),
is an outline of the historical steps
582
Vasile
Puşcaş
taken to institutionalize higher education in the Romanian
cultural area and of the concept of modern university up to
World-War I. Noticing a world-wide historiographical
preoccupation with the history of the university, several of the
recognized opinions on the types, models and chronology of the
university evolution are presented. Despite the wide range of
viewpoints, contemporary historiography has achieved almost a
consensus with regard to the explanation of these numerous types
and chronologies, namely, the conditioning of the model or type
of university, the social, economic, political and
cultural-ideological preocupations of the historical epochs. Or, as
J. J. Chapman wrote, "every university is a consequence of its
time". That is why, when the reconstruction of the university
history or of a model or type of university is being attempted, one
has to start with the presentation of "the ideal of a university",
which includes a presentation of the view on the role of this
institution, the content of its activities and the means or methods
to achieve the respective ideal. An example in this respect is given
by analysing the evolution of the modern university in Europe in
the second half of the 19th century and the beginning of the 20th.
From the presentation of several types of the European
universities, it results that during the respective period there was
a frequent dialogue with American universities, which
contributed to the sketching of the main directions in the process
of establishing a new definition and new attitudes towards
scientific knowledge and higher education. An outcome of a real
"university movement" for modernization, contemporary
universities have developed by continual improvement and
adjustment to the social ideal. And, last but not least, the concept
of modern university is in a natural symbiosis with the views on
man, culture and civilization.
In order to see to what extent these issues were matters of
the deep concern in sketching the profile of Romanian
universities, the same first chapter includes several considerations
regarding the institutionalization of higher education in
Universitate, Societate, Modernizare
583
Romanian culture in the 19th century. The revolution of
1848
stated the desideratum of an "equal, progressive and complete"
education in the Romanian language. This actually became a
distinct and most important point in the effort towards the
modernization of the Romanian society, as revealed by the
analysis of the evolution of the concept of university in our
cultural area between
1848-1859.
During the same period, there is
an increased number of presentations of all European university
models of the epoch, simultaneously with the statement
regarding the founding of "the Romanian national university". At
the same time,
Cuvântul unui
student
despre necesitatea Academiei
la
români
/A Student's Address on the Necessity of a Romanian Academy
(1853)
by Simion
Bărnutiu
presented one of the most coherent
definitions of the university, which was shared by the greatest
part of the Romanian intelligentsia of the time. Although several
different words were used
-
University, Academy, Athenaeum
-
it was considered important that the higher education institutions
should be available to the entire Romanian nation,
Transylvanians included. Under the circumstances of the
Central-East-European area in the 6th decade of the last century,
Romanian public opinion was mobilized in supporting the
unionist efforts. Even in that atmosphere, the intelligentsia did
not abandon the thought of an academic projection, which they
already integrated into a new state framework, resulted from the
union of Moldavia with Wallachia.
The Union of the Principalities in
1859
moot the question of
the modern construction of the state, which also asked for the
formation of an intelligentsia that was to assume various political
and administrative positions. That is why, as A. D. Xenopol said,
A. I. Cuza's epoch "means exactly the
descendent
of cultural
ideas into the surrounding facts". As early as
1859
several
academic projects were issued, which materialized in
1860
in
Iaşi
and in
1864
in Bucharest. Althought the statutes of the new
universities did not state very clearly their role and way of
functioning, the modern institutionalization of Romanian higher
584
Vasile
Puşcaş
education was now following the European approach and offered
the opportunity of providing the nation with a common fund of
scientific and moral culture of higher quality. And the law of
public education of
1864
sanctioned, however briefly, the
fulfilment of this ideal pertaining to the process of modernization
of the Romanian society. After the setting up of the universities in
Iaşi
and Bucharest, the ideea of a Romanian university in
Transylvania was even more frequently mentioned in the
political, cultural and economic addresses of the Romanians in
this province.
"Telegraful Român"
and
"Gazeta Transilvaniei"
carried out ample campaigns in this respect. And when the
Magyar university was founded in
Cluj,
the National Conference
of the Romanians
(Sibiu,
May
5-6, 1872)
requested linguistic
parity at the University of
Cluj.
The last few decades of the 19th century, the Romanian
public opinion was concerned not only with the founding of
universities, but more and more frequent questions referred to the
relation with the different European university models of the
time. Thus, there was a real effort to improve and consolidate
Romanian universities along the line of the European "university
movement". The German and the French academic models were
referred to more insistently, the former for its structure and
scientific activity, the latter because of the organisational
similitudes and the parallelism of certain experiments. The
criticism of Romanian universities was more and more virulent,
and this was along the lines of a trend which analysed cultural
and scientific aspects in relation with the state and, especially,
with politics. Having as examples the opinions of M.
Kogămiceanu,
S.
Haret and
T.
Maiorescu, we can see that the proposals for the
modernisation of higher education were taken from the most
progressive European conceptions on universities, being accepted
those elements which could be adapted to Romania's needs. As a
Romanian academic experience was taking shape in connection
with the European academic movement, towards the beginning of
World War I all elements that could lead to a Romanian synthesis
Universitate, Societate, Modernizare
585
meant to influence the development of Romanian universities
after
1918
were present.
The second chapter,
Condiţiile istorice ale întemeierii
Universităţi româneşti din Cluj
(1918-1920) /
The Historical
Circumstances of the Foundation of the Romanian University in
Cluj
(1918-1920)
makes a presentation of the background, outlooks and
manner in which the Romanian University in
Cluj
was founded.
World War I put to the test the values promoted by the
universities on their way to modernisation, i. e. by adding
scientific research to teaching and by promptly answering the
needs of the society. The post-war period recorded new aspects
like, for instance, the humanistic meaning of the academic
activity. During the war and immediately afterwards, the
specificity of American universities, which, around
1920,
entered
the competition with some of the best European universities,
distinguished itself as a world characteristic of the concept of
university.
The Union of
1918
gave rise to a cultural optimism in
Romania, which would be sensed in the concern for the cultural
organisation as well as for creation proper, in the democratization
of culture and the dialogue with the world. Scientists and men of
culture insistently supported social reforms and especially an
increase in the economic, cultural and political level of the
citizens. Romanian university professors knew that their activity
was to involve from a reality of a "delay" in the development of
society, but this did not discourage them, because they considered
it was their obligation to make up for what "has been lost due to
the hostility of fate". That is why warnings were heard quite
frequently saying that the aims of post-war universities could no
longer be kept at the level of the
1864
concepts.
Constantin
Rădulescu-Motru's
suggestions that there was a need for
academic modernization so that Romanian institutions should
equal the best Western universities had more supporters than
before the war. At the same time, Romanian intelligentsia aspired
to the establishing of a Romanian university that would adequately
588
Vasile
Puşcaş
academic". However, when
Pârvan
was hoping that the new
University of
Cluj
would begin its reorganization by immediately
applying his project, O. Ghibu and S.
Puşcariu
said that moment
(1919)
Romania's internal and international situation rendered
such an action impossible. They considered
Pârvan's
project a
wonderful ideal that could only be achieved step by step, in a
quite long period of time. However,
Pârvan's
academic program
was considered, even at that time, the standard project, which the
entire reform of the
Cluj
University related to.
After presenting this framework of academic, cultural and
political ideas in which the question of nationalizing the
University of
Cluj
was mooted after Word War I, the main
moments and stages of this event are depicted: Romanian
authorities taking over the University, the university authorities
being set up, the beginning of the teaching and scientific activity,
and the official opening of the Romanian University of
Cluj.
Special attention is given to the manner in which the University
was taken over because this was a controversial subject in the
papers of the time and literature dealing with the University of
Cluj.
In fact, the available historiographical sources themselves
have had a troubled history. At the same time, this event is
presented in the context of the similitudes with Central and
Western Europe. In connection with the issue of nationalization
and reorganizatin of the
Cluj
University, the expression of public,
intellectual and political opinion in Romania has a special
relevance. The nationalization of the
Cluj
University on May
12,1919,
as a first step towards its reorganization on a Romanian and truly
modern basis, is reconstructed according to facts and chronology.
In order to see the manner in which this desideratum was
built up, this work reconstructed the first steps towards the
Romanian organization of the University, beginning with the
recruiting of professors. In this respect, there is a parallel between
the University of Strasbourg and the University of
Cluj,
which the
author emphasized up to the point of cultural and political
opinion. The activity of the University Committee
(Puşcariu)
is
Universitate, Societate, Modernizare
589
presented, as well as the entire procedure of employing the first
Romanian professors at the University of Cktj. Noticing that
Romanian authorities (the University Committee) were
determined from the very beginning to build up a modern
university in
Cluj,
the strictness and seriousness with which
Romanian professors were selected and foreign scholars were
invited are depicted. The experience of the Romanian University
of
Cluj
in this field was recalled during the inter-war period by all
universities in Romania, inclusively in the legislative initiatives
regarding universities.
Another step in the reorganization of the post-war
Cluj
University was the assigning of the university authorities and the
preparation for the opening of the University in the fall of
1919.
The manner in which the authorities were elected and their
endeavours to achieve their objectives are depicted. A justified
stress, according to our opinion, was laid on the very beginning of
the didactic activity at the University of
Cluj,
marked by the
professor V.
Pârvan's
opening speech,
Datoria
viefä
noastre
(Our
Life's Duty) (November
3,1919).
Administrative activities, as well
as activities meant to solve various material difficulties were
depicted too.
The author also presents the official opening of the
Romanian University in
Cluj
by reconstructing the ritual that is
usually carried out in these occasions. In this subchapter,
emphasis is not laid on the presentation of facts, but mostly on
their cultural, scientific and political meaning. This procedure
was used mainly because the event was compared with the
similar one at the University of Strasbourg. And especially due to
the fact that it had a special internal and international political
echo, because it foreshadowed the attitude of the main "actors" at
the Peace Conference in Paris
(1919-1920).
From its beginning, the founders of the University of
Cluj
wanted it to develop in such a manner as to have its own
personality. And this was imagined as a combination of scientific
functions and training. It was for this reason that the very
590
Vasile
Puşcaş
evolution of the University's structure between the two world
wars went along the co-ordinates of scientific and didactic
activities. The third chapter,
Organizarea ştiintifică şi didactică
a
Universitătii clujene în perioada interbelică
(The Scientific and
Didactic
Organization of the University of
Cluj
Between the Two World Wars)
depicts the way in which the university units in Alma Mater
Napocensis were structured in a term of two decades. At the
beginning of this chapter, two subjects that contribute to the
understanding of the organizational process at the University in
Cluj:
1)
the directions of evolution of the European and American
universities between the two world wars;
2)
the
Cluj
academic
ideal during the same span of time. As a characteristic of the
epoch, we can say that Europe, the U.S.A. and other parts of the
world were aware of the extremely important mission of the
modern university, which became one of the basic institutions of
the state, with
excelent
perspectives of evolution. In parallel with
this phenomenon, the so-called "academic crisis" also became
manifest, as a result of the economic crisis and mainly of a
distortion of the academic spirit. The respective situation
originated in the attempts at imposing utilitarianism in
universities and in the appearance of certain social and political
trends in a troubled society.
By reconstructing the inter-war
Cluj
academic ideal, we
aimed at finding out to what extent the University of
Cluj
was
able to get organized and function in good conditions. By
defining its own ideal, the University of
Cluj
was not seeking a
monadistic individuality, but its integration into the European
and world ideal. Starting with the set of problems mooted by
Pârvan,
numerous
Cluj
professors, like Iuliu Hatieganu, I. Iacobovici,
V.
Bărbat, FI. Ştefănescu-Goangă
and many others participated in
establishing the main directions of scientific research, didactic
activity, professional and international relations, students' social
and cultural life, education, etc., at the University of
Cluj,
as well
as in finding the best ways to achieve their ends. At the same
time, combining the particular with the general, the regional with
Universitate, Societate,
Modernizare
591
the national and the universal, the
Cluj
university professors were
convinced that they serve, first of all, the interests of their nation's
progress.
As to the process of organizing the University of
Cluj,
we
should mention that as early as the summer of
1919,
the
University Committee
(Puşcariu)
suggested that the modern
outlook, according to which the University was supposed to be "a
well-structured complex" in which constituent parts were
complementary, should be taken into account from the very
beginning. The university structure included faculties,
departments and institutes. In order to inhance their functions, in
the technical and scientific circumstances of the inter-war period,
other so-called auxiliary units were set up. They were called
departments and offices. The latter had administrative
prerogatives directly related to the University or the faculties, and
sometimes even didactic (laboratories, clinics, experimental fields,
research stations, museums etc.). However, we should point out
that the organizational structure in
1919-1920
was considered
perpetually perfectible. The very first rector of the Romanian
University in
Cluj,
professor Sextil
Puşcariu,
initiated in
1920
a
university reorganization plan that was to be carried out in about
10
years, and which took into account the economic potential and
the necessity to carry out the scientific research programs.
Although the building of a campus according to the English and
American model was not possible, as compared to the agitated
university life in Bucharest,
Cluj
turned into a "university town"
that provided the youths with reasonable study conditions.
The reorganization of the faculties, departments and
seminaries also had a dynamics of their own. This book depicts
the evolution in this field in accordance with the tasks these
university units assumed between the two world wars.
Remaining since
1919
with the "classical" formula of the four
faculties
-
letters and philosophy, sciences, law and medicine
-
Cluj
academics tried to amplify and multiply them according to
the modernizing aspirations and to the needs of the society, but
592
Vasile
Puşcaş
no other units of this kind were added until
1940.
The professors,
who actually gave a particular configuration to each faculty,
played an important part. Generally, the German model was
adopted, according to which the department was a didactic and
scientific center, but amendments were also made as a result of an
increase in the scientific research activity and an intensification of
the specialization tendencies. Special attention was given to the
structure and activity of seminaries (for instance, mathematics,
art, history etc.) that tended to become real laboratories for
acquiring the methods and skills of scientific research.
The organization and institutionalization of scientific
research was one of the main concerns of the first authorities
assigned to set up the Romanian University of
Cluj.
The
departments, seminaries and laboratories had important scientific
tasks, but special stress was laid on institutes. In the conception of
the University Committee
(Puşcariu),
the institute was "an
organization consisting of one or more laboratories in which,
besides scientific education of any kind, scientific problems are
being researched, especially problems of national economy". But
this was not a statistic outlook. E.
Racoviţă
suggested that the
institute should be an "administrative entity including
autonomous didactic and scientific departments, having the same
speciality or specialities with common general needs, belonging
to one or more Faculties". V.
Bărbat,
referring to the achievements
in the U.S. (especially the Johns Hopkins University), considered
this institution "the acme of modern schools". Surely, due to the
ampleness and thoroughness in organizing the scientific research
institutes, the University of
Cluj
became the type of university
that was not simply a place where science was reproduced, but
also a place of original researches. Between the two world wars,
the University of
Cluj
had almost all the types of institutes
existing in the universities of the time. From a quantitative point
of view, institutions with a double task, scientific and didactic,
were predominant (see the complex of institutes at the Faculty of
Medicine). This was also a result of the fact that, due to the
Universitate, Societate, Modernizare
593
material
conditions
at that time, it was suggested that the
available resources of the didactic and scientific units of the
University should be combined to obtain enhanced results. Due to
the proliferation of specializations, exclusively scientific institutes
became quite famous on a world level. The founders of the
Romanian University of
Cluj,
sensed these changes and proposed
the institutionalization of such scientific centers too (for example,
the Institute of Spaeology). The
Cluj
University's option for an
organization meant to enhance the scientific research potential
implied also the necessity to provide the specific instruments.
From among them, the author presents the University Library
and the libraries of the institutes and seminaries.
One of the fundamental issues with modern universities has
always been the material resources. The numerous functions of
the modern university, in direct connection with the needs of the
society, can only be fulfilled if the university is "in good working
conditions". In subchapter
3.5.
the subject of financing and of
material resources at the University of
Cluj
between the two
world wars is dealt with. The ways in which material and
financial resources were obtained, from state budget to private
donations, the situations that led to frequent censoring of the
modernizing enthusiasm at the University of
Cluj.
In accordance
with the seriousness of its impact, the implications of the great
economic crisis of
1929-1933
on the structure and activity of the
Cluj
University ale also depicted.
The reorganization of the University of
Cluj,
which began in
1919,
was carried out in a particular legislative context regarding
higher education in Romania. However, it becomes clear that this
was not viewed as a Procustian bed, since it was in harmony with
the contemporary level of science and the needs of society that
was being sought, not necessarily with an existing law. The set of
legal documents that stated the juridical statute of the Romanian
University of
Cluj
aimed at its integration not only into the
Romanian "unitary academic system", but also into a "higher
education code" capable of accomodating the University to the
594
Vasile
Puşcaş
post-war realities of modernity. The example of the structure and
activity of the University of
Cluj
was the motive for several
legislative initiatives in the field of higher education, proposed by
the University of
Cluj
itself. But perhaps the most insistent
preoccupation in this domain was to impose the concept of
university autonomy and comply with it. The definition given by
the draft law drawn up by
Racoviţă-Călugăreami
(1924)
was the
most comprehensive and the best suited to the specific features of
the Romanian universities of the time. We should point out that,
generally speaking, at the University of
Cluj
there were no
excesses in interpreting and applying university autonomy.
The fourth chapter,
Activitatea ştiinţifică şi didactică
la
Universitatea din Cluj
(1919-1949)/The Scientific and Didactic Activity
at the University of Chi)
(1919-1949),
presents the role, weight and
importance of scientific research at the University of
Cluj,
as well
as its impact on the educational process. In fact, these issues were
a dominant characteristic of "the academic movement" at the
beginning of the 20th century and after World War I. From the
very foundation of the University of
Cluj,
it was considered that
"science can only be elaborated and taken one step ahead trough
the University". Moreover,
benefitting
of the academic experiences
of the epoch, the University of
Cluj
resorted to a rational
appreciation of the relationship science-society. Although it
appeared to be a very ambitious program, it took its arguments
both from the scientific preoccupation of the Transylvanian
Romanian intelligentsia, and from the needs resulting from the
developments of the inter-war period. Therefore, at a time when
hierarchies of the university functions were still being established,
the University of
Cluj
stated, from
1919
to
1940,
that the main
mission of the University was to produce science and to be the
most important scientific research center in Transylvania.
Pragmatically, the University of
Cluj
tried to prove the creative
abilities and the high standard of Romanian science. It did it also
with a view to being included in the value competition of
European nations. From the middle of the fourth decade
Universitate, Societate, Modernizare
595
onwards, the
Cluj
University authorities stated outrightly that the
existence of a people depends on the standard of its culture, and
that a nation's strenght depends directly on its scientific and
cultural patrimony. The norm that supported the development of
scientific research in relation with the needs of the society/nation
was labeled as "realistic and national" at the University of
Cluj
between the two world wars.
It can be easily seen that the scientific preoccupations of the
Transylvanian Romanians before
1918
were mainly in the field of
history and philology. Supporting an institutionalization of the
scientific research meant to ensure independence and initiative,
the Romanian University in
Cluj
achieved, in its very first years of
activity, a progressive increase in all fields of science. However,
we should add that the historical and philological sciences
represented, in the Romanian intellectual and scientific
environment, a tradition that gave the scientific research at the
University of
Cluj
a certain specific character. The fact that this
field was a major presence at
Cluj
is also due to the presence,
from the very foundation of the Romanian university in
Cluj,
of a
number of famous scholars, who continued their work after
1919
in better conditions, as compared to the previous period. After a
short period of restraint and obstruction, during the first post-war
years, the Magyar intelligentsia in Romania began to manifest
itself through creation, not only through negation. The
department of Magyar language and culture gained more
consistency when professor
Kristóff
was assigned as its titular. It
became a focal point not only for the historical and philological
field, but, in general, for culture and journalism. The studies of
professor G. Kirch and his collaborators with regard to the history
and culture of the Transylvanian Saxons and of the Swabians in
Romania were also very important.
Philosophy had a quite difficult start at the Romanian
University of
Cluj,
but it began to manifest itself distinctly in the
fourth decade, when a group of youths dedicated to this field
appeared. D. D.
Roşea
represents the beginning of "the true
596
Vasile
Puşcaş
generation with a passion for the philosophical issues proper"
and
Livra
Rusu,
following in the chair of I. Paul, proved to have
valuable creative abilities in the field of aesthetics. But, obviously,
philosophical creation at the University of
Cluj
reached its highest
point with the coming of
Lucian
Blaga,
one of the Romanian
cultural personalities that consolidated the scientific prestige of
this institution.
Juridical sciences were represented at the University of
Cluj,
mainly during the third decade, by practitioners with a
considerable experience in the legal profession, which they had
gained before World War I. The Faculty of Law in Gluj received
an infusion of scholars by including the professors from the
Academy of Law in
Oradea.
Psychology was a scientific field with exceptional results at the
University of
Cluj.
From the very beginning,
FI. Ştefănescu-Goangă,
the founder of the first Romanian institute of experimental
psychology
-
in
Cluj
-,
directed the psychological scientific
research along the latest lines of research, which were very close
to the preoccupations in Western Europe and the U.S. Pedagogical
research developed in close relation with experimental
psychology.
Natural sciences had a special place among the scientific
preoccupations at the University of
Cluj,
and they were also the
proof for the existence of a "Romanian constructive work".
Theoretical and mainly applied researches in the field of medical
sciences were particularly extensive. Mathematics was one of the
highest scientific points at the University of
Cluj
between the two
world wars, remarkable results being obtained in the field of
analysis, geometry, mechanics and the history of mathematics.
Rejecting vulgar utilitarianism, the University of
Cluj
did not
avoid direct contact, from the viewpoint of scientific research,
with the economic and social sphere. The chemistry department
of the Faculty of Sciences initiated numerous new methods, some
of which were included in foreign chemistry textbooks, and were
used in famous laboratories and Western universities, as well as
Universitate, Societate, Modernizare
597
in industry, pharmaceutics
etc. A
similar
direction was followed
by the researches in the field of physics, which were needed by
the Transylvanian industry. The theoretical and the practical
approach also intermingled in such domains as geography,
geology and petrography.
The publication of scientific journals was an essential part in
the Universiy's policy between the two world wars. In this
respect, there was a stimulative competition among all the
didactic and the scientific units of the University. Each faculty,
institute, laboratory and clinic aimed at achieving notable results
in their field of research. These results, as well as the scientific
dialogue, were to be reflected in the publications of the
University. The author presents the main cathegories of
publications' and especially those that defined the profile of
certain true scientific schools in the Transyilvanian metropolis.
These journals, together with other scientific tools, contributed
substantially to the natural scientific dialogue required by the
modern research, and by the need to mould the scientific outlook
in a society that aspired to progress and the elimination of
development discrepancies.
Faithful to the established function of the University, i. e. that
of training the youths and giving them a profession, the University
of
Cluj
insisted on carrying out mis duty also through science, civic
and moral education included. This issue is dealt with in three
subchapters, which depict the relation science-training-education
in moulding intellectual youths, the contents of the didactic activity
and the didactic directions/methods required by the present stage
in the development of sciences and by the needs of the epoch. The
relationship between scientific research and teaching was so much
insisted upon, that some faculties even included it in their statutes.
Moreover, according to such a university strategy, the professor
himself was supposed to combine his cultural-scientific prestige
with teaching.
The fifth chapter pays attention to the refuge of the
University of
Cluj
in
Sibiu,
between
1940
and
1945,
following the
598 .
Vasile
Puşcaş
Viena
Diktat.
The Romanian professors of the University,
although taken by surprise of the
Cluj
yielding, have rapidly
understood the necessity of evacuation and transfer of the
University to another location
(Sibiu
and
Timişoara).
The University of
Cluj
in
Sibiu
has become a "fighter
university", striving to keep its institutional existence and probe
functions related to the necessity of the society. Attention is paid
to the efforts of professors, University personnel, students, as well
as host cities
(Sibiu
for three faculties and
Timişoara
for one
faculty), to ensure the continuation of academic and scientific
activities at highest standards during the refuge. The return of the
University in
Cluj
took place after five years of refuge and interim
situation. Alma Mater Napocensis reopened as civitas
academica
Claudiopolis in the autumn of
1945.
Therefore, the historiographical reconstruction proposed in
this volume proves that the diversity, the amount and the quality
of scientific results, paralleled by an exemplary organizational
work, resulted in a stage of scientific research carried out at the
University of
Cluj
when it could dwell, "in a scientific spirit", on
"the issue of truth". Dealing with this subject by constantly
referring to the European context, university context included, the
author tried to present the competition the Romanian University
of
Cluj
entered consciously in order to prove the vitality and
value of our culture, science and nation's potential. This treasure
of achievements accounts for the way in which the University of
Cluj
withstood its unfavourable fate between
1940-1945
as well as
the post-war circumstances.
Translated by Liviu Bleoca
CONTENTS
Preface to the second edition
.9
Comment on the second edition
.21
Contents
.19
I. THE CONCEPT OF MODERN UNIVERSHY IN ROMANIAN CULTURE
(1848-1918).23
1.1.
The Historiography Regarding the History of the Univerity and the
Concept of Modern University
.23
1.2.
The Modern University in Europe in the Second Half of the
19th Century
-
the Beginning of the 20th Century
.,.;.28
1.3.
Considerations regarding the Institutionalisation of
Higher Education in the Romanian Culture (until
1848).40
1.4.
The Concept of University in the Romanian
Cultural Space,
1848-1859.51
1.5.
The Founding of the First Romanian Universities
(1860-1864).60
1.6.
The Movement for a National University with the Transylvanian
Romanians (the End of the
19
љ
Century
-
the Beginning of
the
20 *
Century)
.64
1.7.
The Development of the Modern University in Romania (the End of
the
19й1
Century
-
the Beginning of the 20th Century)
. 69
Я.
THE HISTORICAL CIRCUMSTANCES OF THE FOUNDATION OF THE
ROMANIAN UNIVERSITY IN
CLUJ
(1918-1920).79
2.1.
The Concept of Modern University and the International University
Movement at the End of World War I
.79
2.2.
The Great Union of
1918 -
the Creation of Hie Framework for the
Development of the Romanian National Culture
.;.;.87
2.3.
The University Ideal in Romania, the First Years After the War
.90
2.4.
Vasile
Pârvan
and the Ideal of the "National University of
Upper
Dacia"
.102
20
Vasile
Puşcaş
2.5.
Taking Over the University of
Cluj
.129
2.6.
The Selection of the First Professors at the University of
Cluj
.163
2.7.
Setting up the University Authority and the Beginning of the
Activity at the University of
Cluj
.198
2.8.
The Official Opening of the University
.219
2.9.
The Signifiance of the Foundation of the Romanian
University in
Cluj
.238
III THE SCIENTIFIC AND DIDACTIC ORGANIZATION OF THE
UNIVERSITY OF
CLU}
BETWEEN THE TWO WORLD WARS.
.245
3.1.
Directions in the Evolution of the
University
Between
tihe
Two
World Wars
.245
3.2.
The bter-War University Ideal in
Cluj
.·.
25A
3.3.
The Evolution of the Organizational Structure of
the University of
Cluj
.271
3.3.1.
The Development tfthe University Between the Two World Wars
.271
3.3.2.
Faculties, Departments, Seminaries
.279
3.3.3.
Scientific Research Institutes
.293
3.3.4.TheUmversity
Library
.305
3.4.
Financing and the Material Resources of the University of
Cluj
.314
3.5.
The Structure of the
Cluj
University
and the Academic
Legislation/Autonomy
(1919-1940).
339
IV. THE SCIENTIFIC AND DIDACTIC ACTIVITY AT THE UNIVERSITY OF
CLUJ
(1919-1940).362
4.1.
The University and the Scientific Research at the Beginning of the
20111 Century
.361
4.2.
The University of
Cluj
and the Relationship Science-Society
Between the Two World Wars
.367
4.3.
Scientific Research Directions at the University of
Cluj
.·.
38б
4.4.
Scientific Publications at the University of
Cluj
.·.428
4.5.
Contributions to Scientific Dialogue and Communication
.445
4.6.
Academic Actions of Education Through Science and Moulding the
Scientific Outlook
.·.459
4.7.
Science-Training-Education in Moulding Intellectual Youths.
.475
4.8.
The Contents of the Didactic Activities at the University of
Cluj
.484
Mniversitate,
Societate, Modernizare
21
4.9.
Didactic
Directions and Methods
.497
4.10.
The Relationship Between Scientific Research and Didactic
Activity at the University of
Cluj
.514
4.11.
The Scientific and Didactic Results at the University of
Cluj
between the Two World Wars
.527
V. THE REFUGE AND THE RETURN IN
CLUJ
OF THE "KING FERDINAND I"
UNIVERSITY
(1940-1945).539
5.1.
The Eviction and Refuge of the "King Ferdinand I" University
from
Cluj
(September
1940).539
5.2.
The Reorganisation of the "King Ferdinand I" University
.546
5.3.
The University of
Cluj
in
Sibiu
and the Context of War
.556
5.4.
The Return of the "King Ferdinand I" University in
duj
(1945).560
SELECTIVE BIBLIOGRAPHY
.567
Collections of Documents. Publications.
Memoires
.567
Archive Collections. Manuscripts
.568
Press and Periodicals
.569
Special Papers. Studies. Articles
.569
UNIVERSITY-SOCIETY-MODERNIZATION
The Structure and Scientific Activity of the University of
Cluj,
1919-1940.581
Index
.599 |
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| author | Puşcaş, Vasile 1952- |
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| era_facet | Geschichte 1900-2000 Geschichte 1919-1940 |
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| institution | BVB |
| isbn | 9737987063 |
| language | Romanian |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014599937 |
| oclc_num | 60771689 |
| open_access_boolean | |
| owner | DE-12 DE-188 |
| owner_facet | DE-12 DE-188 |
| physical | 601 S. |
| publishDate | 2003 |
| publishDateSearch | 2003 |
| publishDateSort | 2003 |
| publisher | Eikon |
| record_format | marc |
| series2 | Colecţia Istorie contemporană |
| spelling | Puşcaş, Vasile 1952- Verfasser (DE-588)103658726 aut Universitate, societate, modernizare organizarea şi activitatea ştiinţifică a Universităţii din Cluj (1919 - 1940) Vasile Puşcaş Cluj-Napoca Eikon 2003 601 S. txt rdacontent n rdamedia nc rdacarrier Colecţia Istorie contemporană Zsfassung in engl. Sprache u.d.T.: The structure and scientific activity of the University of Cluj, 1919 - 1940 Universitatea din Cluj (DE-588)65673-2 gnd rswk-swf Geschichte 1900-2000 Geschichte 1919-1940 gnd rswk-swf Geschichte Education, Higher Romania History 20th century Universities and colleges Romania History 20th century Rumänien Universitatea din Cluj (DE-588)65673-2 b Geschichte 1919-1940 z DE-604 Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014599937&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014599937&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Puşcaş, Vasile 1952- Universitate, societate, modernizare organizarea şi activitatea ştiinţifică a Universităţii din Cluj (1919 - 1940) Universitatea din Cluj (DE-588)65673-2 gnd Geschichte Education, Higher Romania History 20th century Universities and colleges Romania History 20th century |
| subject_GND | (DE-588)65673-2 |
| title | Universitate, societate, modernizare organizarea şi activitatea ştiinţifică a Universităţii din Cluj (1919 - 1940) |
| title_auth | Universitate, societate, modernizare organizarea şi activitatea ştiinţifică a Universităţii din Cluj (1919 - 1940) |
| title_exact_search | Universitate, societate, modernizare organizarea şi activitatea ştiinţifică a Universităţii din Cluj (1919 - 1940) |
| title_exact_search_txtP | Universitate, societate, modernizare organizarea şi activitatea ştiinţifică a Universităţii din Cluj (1919 - 1940) |
| title_full | Universitate, societate, modernizare organizarea şi activitatea ştiinţifică a Universităţii din Cluj (1919 - 1940) Vasile Puşcaş |
| title_fullStr | Universitate, societate, modernizare organizarea şi activitatea ştiinţifică a Universităţii din Cluj (1919 - 1940) Vasile Puşcaş |
| title_full_unstemmed | Universitate, societate, modernizare organizarea şi activitatea ştiinţifică a Universităţii din Cluj (1919 - 1940) Vasile Puşcaş |
| title_short | Universitate, societate, modernizare |
| title_sort | universitate societate modernizare organizarea si activitatea stiintifica a universitatii din cluj 1919 1940 |
| title_sub | organizarea şi activitatea ştiinţifică a Universităţii din Cluj (1919 - 1940) |
| topic | Universitatea din Cluj (DE-588)65673-2 gnd Geschichte Education, Higher Romania History 20th century Universities and colleges Romania History 20th century |
| topic_facet | Universitatea din Cluj Geschichte Education, Higher Romania History 20th century Universities and colleges Romania History 20th century Rumänien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014599937&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014599937&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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