І . Starting conditions (February 1938 - December 1943)
(According to the amendments of the Education Act from 11.02. 1938 the gymnasiums could be only classical and “real” (to have classical and “real” sections, without the form of semi-classical).
In December 1943 began the first heavy air-raids of American and British aviation against Sofia)
Department of Classical Philology at Sofia University - 2 professors (Greek and Latin philology), 1 extraordinary professor and 1 assoc. professor, and 2 assistants (Greek and Latin philology) (15-20 students for year); maybe part-time lecturers for languages
Other Departments - 2 professors (1 full, 1 associate) in ancient history, 2 professors (1 full, 1 associate) in classical archeology
SU - 7 faculties, 306 teaching staff, 5 184 students (1938)
5 schools of higher education, about 10 000 students (1939). 8 schools of higher education
with 25 180 enrolled students in 1944/1945
1 assoc. prof. in ancient history in the Bulgarian University at Scopje.
(All 5 full professors were graduates of German universities (Leipzig, Jena, Freiburg, Gottingen); the docents and assistants graduated (with 1 exception) in Sofia)
Researchers in museums (number?); teachers in secondary education (several decades – in the classical sections of the gymnasiums)
26 full secondary schools (gymnasiums) – 11 male (real and classical), 6 female, 9 pedagogical (5 male, 4 female) (1906/1907); 40 full secondary schools (1911/1912; On 9 Sept. 1944 - 135 full secondary schools (14 in Sofia).
Association of the Friends of Classical Culture in Bulgaria (since 1930)
Journal for classical culture “Prometheus” (1937-1943, 6 booklets yearly)
Translations of ancient authors (titles) - 1879-1918 – 129 (3.3 for year); 1919-1944 – 157 (6,3 for year)
Population of Bulgaria - 3 154 375 (1887), 7 029 349 (1946)
II. Development
1. 1944-1959
Department of Classical Philology – 8 persons teaching staff (1 woman)
Other Departments - 5 persons teaching staff at least (0 women)
ideological subjects (specialties, departments), schools (since 1948 – official ideologisation of higher education)
SU – 10 faculties, 5-years term of study; 6 806 students (5 014 regular, the other - correspondent) (1954/1955)
Academy of Sciences with Institutes for Archeology, Bulgarian History – 8 researches with classical background at least (2 w)
no classics in secondary education (private foreign schools are closed; since 1950 - gymnasiums with teaching of Russian, English, French and German languages)
Political assessment of all University teaching staff. On 3 November 1944 the Bill for lustration of persons, accused for fascist activity, is published. It provided administrative (definitive or temporary) firing for persons, whose fascist activity is proved.
30 academics lost positions (6 from the Faculty of History and Philology) permanently, 27 temporarily (Nov. 22, 1944 – Jan. 1945); 80 academics from all higher education institutions and 495 teachers from the lower schools were fired. Altogether 1378 students expelled (beginning 1949); almost 500 expelled in autumn 1956 - their students rights were restored in 1957-1958.
5 professors, ministers during the War, were sentenced to death (2 of them in absentia)
Education, based on Marxism-Leninism (Bill of H.Ed., 1947).
Population - 7 613 709 (1956)
Translations of ancient authors (titles) - 16 (1,1 for year)
2. 1959-1979
Department of Classical Philology – 8 persons teaching staff (3 w)
Other Departments - 7 persons teaching staff at least (1 w)
SU - 836 permanent teaching staff (120 professors, 150 associate professors, 405 assistants, 161 lecturers) and 269 part-time staff (3 times more than 1938).
Average age – 43.5 years; 758 men, 347 w (mid-70s.)
25 schools of higher education + 1 Academy for Social Sciences and Civil Administration, 6 High Military Schools, 1 Theological Academy (1975/1976) (3 times more than 1943)
Academy of Sciences with Institutes for Archeology, Bulgarian History, Balkan studies, Thracology – 5 researches at least (2 w)
gymnasiums (the NGDEK) - 7 teachers at least (2 w)
The National Gymnasium for Ancient Languages and Cultures was opened in the autumn of 1977 (admission of around 80 pupils (40b/40g) for year, 90% finish successfully)
137 gymnasiums, 127 full secondary schools (different from the gymnasiums); 246 technicums, 184 СПТУ; 9 art schools (1969/1970) (5 times more than 1943)
“The education is based on the achievements of contemporary science and Marxist-Leninist ideology” (Constitution of 1971)
Plenums with Decrees and Decisions of the CC of the BCP for “Development of the Education and Science”.
250 from the 1105 teachers in SU teach ideological subjects
Translations of ancient authors (titles) - 25 (1,3 for year)
Population - 8 727 771 (1975)
(Between 1887 and 1975 the population was increasing with nearly 62 000 for year)
3. 1979-1995
Department of Classical Philology – 12 persons teaching staff (7 w)
Other Departments - 8 persons teaching staff at least (3 w)
other universities - 3 persons teaching staff at least (2 w)
Academy of Sciences with Institutes for Archeology, Balkan studies, Thracology, Philosophy, Cyril and Methodius` Studies - 5 researches at least (4 w)
30 schools of higher education with 14 409 teachers and 101 507 students (1985/1986) (10 times more students than 1939); 31 611 scientists and teaching staff
SU - 15 561 students (10% of them foreign); 1627 teaching staff (37 % associate professors and professors) (1988). 23 233 students (18 360 financed by the state). 1295 foreign students from 48 countries (end of 1995)
gymnasiums (the NGDEK) - 13 teachers at least (8 w)
Reduction in the teaching load of the staff by 30% (decree of the Government, end of 1984).
Abolition of the ideological subjects (Marxism, Scientific Communism, History of the BCP, Political Economy – December, 1989)
Bill for the autonomy of the universities (January 1990)
Students declare the elections from July 11, 1990 “not fair” and occupy the central building of the University (until July 9). Second occupation (Nov. 5 – Dec. 17, 1990). Third occupation (Nov. 1993 – March 1994).
Translations of ancient authors (titles) - 62 (44 before 1989 – 4,4 for year; 18 after – 3.0 for year)
Population - 8 992 000 (1989) – 28% increase from 1946; 8 384 700 in 1995 and 7 563 710 in 2010 (16 % decrease from 1989)
Around 800 000 emigrated between 1990 and 2005; 53.4 % of the new-born children in 2009 were born out of wedlock (in comparison with 12,4 % in 1990)
(it is possible to conclude that Bulgaria as a whole did not benefit from the change in 1989)
Conclusions:
* Continuous growing of number of permanent work-places for classicists in SU and appearance of jobs in the Academy and other universities (from 11 in 1943 to 28 in 1995) (numbers are approximate)
* Abolishment of classical education in secondary schools in the mid-1940s; restoration after 30 years (Sofia-based)
* Abrupt break of classical researches after WW II; very slow growing until 1977; fast development until 1989; considerable retardation after that (number of translations as criterion).
* Feminisation of higher classical education and studies (seems irreversible) (The increase of the women`s share in all academic/research staff with classical background goes like that: 0% (1943), 14% (1959), 30% (1979), 57% (1995); only in the Dept. of Classical philology at SU - 64% (2010)
* Open (officially introduced and regulated by state) marxist-leninist ideologisation of humanities during 42 years (1947-1989). It is unclear how to judge the negative and positive effects on the education and society.
* Dramatic increase of the number of secondary and higher educational institutions, teaching staff, students – 200-900% (3-10 times) between 1939 and 1989.
* Severe demographic and social crisis after 1989. After an increase of population with nearly 30 % for 40 years, there is decrease with nearly 15 % for 20 years (and continues to decrease).
III. The question of basic premises and limitations in conceiving what happened
1. Limitations
a. typical for the collegium of classicists
- limited experience in historical research (especially in modern/recent history) (Methods; working in archives, interviewing people)
- limited or no experience in political debates (also: widespread lack of articulated and reasonably founded personal political convictions (different from usual patriotic, cosmopolitan, leftist or rightists feelings)
- unsufficient orientation in the problems of modern history and of contemporary social and political situation
b. other
- decrease of number of people, having personal experience of the period (inevitable) (personal experience hinders gross ideologisation of historical events)
2. Premises
a. about classical studies
- the situation of classical studies all over the world
i. autonomy of classics
(Are classics a autonomous discipline like psychology or linguistics? Or they are a temporally/geographically and culturally confined section of history like “medieval studies”? Or helping and technical discipline in the way archival science is? Or a sine qua non like anesthesiology for surgery? That are questions about the place of classics in the system of humanities)
ii. “classics” is West-European discipline.
(No concept of classics (not to speak about Roman classics) in Byzantium. Classics began as a Latin-based study of pre-Christian literature. They gave ground for a secular (religiously independent) humanitarian education, unknown in Orthodox East before XVIII c.)
The role of German conception for classics. “Full classics”. The completely educated classicist – “a perfect European”
(German neo-humanists of the XIX c. lived in a non-catholic and non-Romance language society. They saw classics as fundamental European humanitarian education based equally on Latin (Roman) and Greek pre-Christian traditions and regarded this education as potentially normative for all humanity. In this way they were preparing the image of Germany as a possible cultural and political unifier of the West and the East of Europe, following the example of the bilingual and Greek-educated Empire of ancient Rome and pretending, with much better chances for success, for global leadership. Despite the greatness of this project, it had little to tell to the public in countries like Bulgaria, whose ambitions were incomparably smaller; and where this model of Classics was introduced from abroad, together with the whole system of University higher education. Unexpectedly, the German model found a ground in the old and vital concern of Orthodox Bulgaria to stay at almost equal ecclesiastical distance between Roman Catholics and the Greek Patriarch in Constantinople).
iii. decline of Europe as basis of states-superpowers. Classics in the age of post-colonialism
(Classics with their eurocentrism are now excluded as possible ground for global humanitarian education. In USA the classical languages were far less popular than in Europe even before WW I. After WW II classics are already a discipline of local (strictly academic, maybe commercial) interest, analogical to Egyptology, Mesopotamian Studies, Aztec and Maya studies, Comparative Mythology, Astrology, History of Magic and Superstition, Extraterrestrial Intellect and others. Although having their place in academic curricula, classics are conceived by the broader public more and more as a kind of innocent private hobby. Even academics are not far from such an estimation of the role of their discipline. Hence the unhealthy atmosphere in some departments, characterized with an attitude to the work what I call with regret “infantilisation of classical studies”)
b. (former) communist countries
- different local (cultural, geopolitical etc.) context in the countries under investigation
i. old differences
(linguistic: Slavic-other; geopolitical: west-oriented/dominated – Russia-oriented/dominated; religious: catholic-protestant-orthodox)
ii. how can they be politically together?
Today Central, East- and South-East Europe is a constellation of national states emerged in the last 200 years as result of the rivalry of central Europe/west Europe/USA versus Russia. This rivalry contributed to the successive disintegration (sometimes to the appearance as well) of several large states as: Ottoman Empire, Austro-Hungary, Germany (temporary), Soviet Union, Yugoslavia.
Europe, after being temporary divided in Moskow-controlled and USA-controlled areas (that is the so-called communist period, 1945-1989) developed geopolitically after 1989 as a USA-supported (or controlled) federation (EU). In the time to come this project depends almost entirely on the steadiness of USA world-leading role.
- how to discuss communism?
i. possibility of moral judgement. (Principle of right moral judgement- “look first at yourself”)
(It is preferable for the historian to condemn rather ideas/attitudes than persons. There are people, who were adult in the considered times, but speak so as if they had lived somewhere else. The younger, who blame the conformism of their fathers without seeing anything wrong today and around themselves, could be suspected in conformism as well)
ii. past and contemporary communism
(The opinion that the communism as a political practice already belongs to the past, became widespread after 1989. That is true only for the Soviet version of communism. In fact, nearly 20% of world population lives today in communist states (because of the PR of China, a communist state and candidate for world-leadership), meanwhile the population of USA and EU together does not exceed 12% of world population)
iii. alternatives of communism. Conceiving contemporaneity
(How to name the contemporary political regime in the former soviet-communist countries, and moreover, in Europe and the “West”? The word “democracy” covers fundamental differences. Do we have one and the same regime in Kosovo, Czech Republic and Russia? How similar are the political systems of Switzerland, Bulgaria, EU and USA?)
c. more general
- the question of historical truth
i. necessity of a general view to history and human nature
(Even if somebody had passed much of his/her life in a communist country he cannot evaluate this reality without conception of today`s political and ideological situation. Everybody would have preferred the better accounts/explanations than the worse. But “better” - when said about a statement - means “true”. The proposal for gathering many different accounts/explanations and just leaving them to exist together is satisfactory only in case we are not interested in truth.
The communism is a global secular movement, relying on the imposed material equality and demanding abstention from unnecessary consummation. It pretended to have understood the principles of human life (biological, social and spiritual) and hopes to offer security for the majority and justice for all.
Many people, including honest scientists and intellectuals believe in these dogmas because of the “technological fallacy”. They suppose that if man is able to control a machine, more powerful than him, he should be able control himself too. If humanity is able to construct radio, airplane, rockets, atomic bomb, it should be able to construct a just society as well)
- the Evil
**
This text was discussed at the Conference
Gnothi Seauthon - Classics and Communism
The History of the Studies on Antiquity in the Context
of the Local Classical Tradition of the Socialist
Countries (1944/45-1989/90).
supported by the Fritz Thyssen Foundation
Collegium Budapest - June 24-26, 2010
