Zachránce z české obce Kupičov na Volyni – k životním osudům evangelického duchovního Jana Jelínka

The purpose of this text is to map out the vicissitudes in the life of the Evangelical clergyman Jan Jelínek on the basis of the sources available, in a bid to foster awareness of this prominent personage in the public realm and preserve his memory for future generations. Jan Jelínek was born in 1912 in Zelov (present-day Poland) to Czech exiles. Initially he worked as an accountant in the Jan Sláma company in Zelov, later graduating from the Missionary School in Olomouc and becoming a preacher. In the years 1937 – 1944 he served as preacher in the Czech village of Kupičov in Volhynia. During World War II he helped the persecuted, hiding Jews from the Germans, and Ukrainians and Poles from Bandera’s followers. In 1944 he and his wife joined the First Czechoslovak Army Corps in the USSR. In January 1958 he was arrested by the StB (the secret police of the Communist Czechoslovak state), and following three months of detention on remand, was sentenced to two years in prison for sedition and opposition to the establishment of the JZD (a network of Czech collective farms). He was released in 1960. Until his retirement in 1972, he worked as a labourer in the Paints and Varnishes company. Jan Jelínek died in Prague in 2009. On 28 October 2019 president Miloš Zeman posthumously decorated him with the Order of Tomáš Garrigue Masaryk, Class I.

The Annihilation of Tradition?

When it came to founding new Napolas, the NPEA authorities often used the strategy of laying claim to educational institutions with venerable traditions, Nazifying and ‘Napolising’ them. This could include the appropriation of well-known humanistic boarding schools with a Protestant ethos such as Schulpforta (alma mater of Nietzsche, Ranke, and Fichte), or the Klosterschule in Ilfeld, which were both taken over as going concerns. However, the National Socialist regime’s deep hostility towards Catholic foundations also led to the forcible expropriation of former monastic schools such as the Ursuline convent school in Haselünne, or the Missionary School of the Society of the Divine Word (Steyler Orden) in St. Wendel, which were transformed into NPEA Emsland and NPEA Saarland respectively. Expropriation could also be used to punish oppositional non-religious schools such as the aristocratic Landschulheim in Neubeuern, Bavaria. Although most of these schools still retained the curriculum of a ‘humanistic Gymnasium’, teaching both Latin and ancient Greek, by the end of World War II, their existing traditions had been almost completely expunged. We can therefore see these forms of expropriation and Napolisation as part of a more general movement towards the de-Christianization of education during the Third Reich, with the NPEA in the vanguard. This chapter treats the schools at Schulpforta, Ilfeld, Haselünne, St. Wendel, and Neubeuern as case studies, concluding with a brief treatment of NPEA Weierhof am Donnersberg, a former Mennonite school which had collaborated with the Nazi authorities even prior to its transformation into a Napola.

Alexis Kagame

Alexis Kagame (b. 1912–d. 1981) was a Rwandan philosopher, theologian, linguist, historian, poet, translator, and Catholic priest. He belonged to a long lineage of historians affiliated to the pre-colonial Rwandan royal court. After attending a missionary school, he studied at the Nyakibanda Regional Seminary and was ordained a priest on 25 July 1941 at the age of twenty-nine. In this capacity, he became the editor of a Rwandan Catholic newspaper, Kinyamateka, in which he published his first literary essays. His publications of the late 1940s were deemed too political to the colonial authorities, who pressurized the diocese to repost him in Rome. While there, he studied at the Pontifical Gregorian University and took his doctoral degree in philosophy. The publication of his thesis arguably made him one of the first sub-Saharan Africans to professionally publish a book in the field of modern philosophy. Just before leaving Rome, Kagame joined Les Prêtres Noirs, a group of African priests who employed Christianity as a basis for African nationalist aspirations. After returning to Rwanda in 1958, he became professor of philosophy, Kinyarwanda, and history at various Rwandan Catholic seminaries. In 1967, he became professor of history at the newly formed National University of Rwanda. He also held a post of visiting professor at the National University of Zaïre (Lubumbashi). Throughout this time, Kagame was often at odds with the European clergy (for works that were deemed not Catholic enough) and with the newly formed Rwandan republic (for works that did not specifically adhere to the government’s ideologies). Kagame died in 1981 after being honored with the title of prelate by Pope John Paul II. Overall, Kagame is the author of dozens of books and numerous articles published in French, another twelve books written in Kinyarwanda, either transcriptions of oral literature or works of poetry, including a biblical epic of more than 35,000 verses in the style of Rwanda’s pastoral poetry. His work of poetry is often tinged with a subtle dry humor. His works have proved to be widely influential both in African philosophy and across various disciplines within the wider humanities and social sciences, including African theology, Rwandan history, poetry of the Great Lakes Region, and ethnographic studies. Interest in Kagame’s thought continues to grow and expand forty years after his death, especially in the field of African oral literature and poetry.

Emotional Intelligence in Children of Christian Missionary Schools at Kolkata

The present study seeks to observe emotional intelligence (EI) among children from four Christian Missionary Schools in the Kolkata metropolitan area and stipulates the need to cultivate EI from the preparatory years of the children. 316 children were studied using a cross-sectional survey design. The results revealed the presence of a reasonably good amount of emotional intelligence where gender was associated with a statistically significant variation in EI scores. It also showed no association between parental education, choice of hobby, presence of sibling, family structure and locality of residence to one's own emotional intelligence. The results of the study recapitulate the effectiveness of the faith-oriented learning environment in the four missionary school settings for promotion of emotional intelligence among the children by developing selfcontrol, empathy and values-based decision making.

Yedinovertsy Priests of the Don and Novocherkassk Diocese in 1890-1910: Social Group Description

This article considers the process and results of the formation of the social group made up by the Yedinovertsy priests in the Don and Novocherkassk Diocese. Based on the analysis of the sources, it is shown that 27 Yedinovertsy churches had been established in the territory of the Don Army Land by the 1910s, which resulted from the development of the missionary movement that was expected to prevail over the Old Believers’ schism. It was initiated by hierarchy of the Don region, diocesan missionaries, and some Old Believers who had joined the Russian Church under the Old Believers’ “rules”. A group of priests was formed to provide service in those churches. The priests were familiar with the rites that were forbidden in 1666-1667 and wanted to perform their missionary activities among the Old Believers. At the beginning of the group formation process, in the Yedinovertsy churches, there were only 29 priests and psalm readers, who did not have the required education level. But by 1910, their number had grown up to 55 clergymen. Not only did they know the old rites well enough, which, in some instances, was caused by the fact that they had come to the Russian Church from various schism branches, they were also of the advantageous Cossack origin and had missionary education received from the Don diocesan missionary school specially established for those purposes. Considering how important the Yedinovertsy priests’ service was both for the management of the Diocese and the Don Army, those organizations were the financing sources for the priests, for the churches themselves did not even provide the Yedinovertsy priests and psalm readers with an average income. The integrity of the social group in question was sustained by the fact that priests serving at Yedinovertsy churches seldom moved to serve at Orthodox temples.

Elias Boudinot (Gallegina “Buck” Watie)

Born Gallegina “Buck” Watie to a prominent Cherokee family in 1804, Elias Boudinot was, like the Cherokee Nation itself, caught between the need to assimilate with encroaching colonists and the desire to maintain Cherokee sovereignty and identity. Educated through age seventeen in the Spring Place Moravian missionary school, Watie met a man named Elias Boudinot, president of the American Bible Society and former member of the Continental Congress, while en route to study at another mission school in Cornwall, Connecticut. Out of respect, Watie adopted Boudinot’s name. While in Connecticut, Watie, now Boudinot, married a white woman, Harriet Gold, despite strong opposition....

Early Life

This chapter chronicles the early life of Saw Ralph. It discusses his family history and especially how his parents met. His father's name was John Farren Hodgson. He worked for the Burma Railways as a permanent way inspector. Saw Ralph's mother, Naw Thet Po, was a student at a school Hodgson visited. Both eventually married, and Ralph grew up comfortably in a big three-story house. He was the eighth of eleven children. By blood, Ralph was Karen-Anglo-Arakanese, though he considered himself Karen. Because the British ruled Burma and he went to a Baptist missionary school, Saw Ralph and his siblings all learned English very well. As the chapter follows his reminiscences of his schoolboy days, it also considers the changes taking place during that period.

Prediction Model of School Readiness

Studying the school readiness is an interesting domain that has attracted the attention of the public and private sectors in education. Researchers have developed some techniques for assessing the readiness of preschool kids to start school. Here we benefit from an integrated approach which combines Data Mining (DM) and social network analysis towards a robust solution. The main objective of this study is to explore the socio-demographic variables (age, gender, parents' education, parents' work status, and class and neighbourhood peers influence), achievement data (Arithmetic Readiness, Cognitive Development, Language Development, Phonological Awareness), and data that may impact school readiness. To achieve this, we propose to apply DM techniques to predict school readiness. Real data on 306 preschool children was used from four different elementary schools: (1) Life school for Creativity and Excellence a private school located in Ramah village, (2) Sisters of Saint Joseph missionary school located in Nazareth, (3) Franciscan missionary school located in Nazareth and (4) Al-Razi public school located in Nazareth, and white-box classification methods, such as induction rules were employed. Experiments attempt to improve their accuracy for predicting which children might fail or dropout by first, using all the available attributes; next, selecting the best attributes; and finally, rebalancing data and using cost sensitive classification. The outcomes have been compared and the models with the best results are shown.

DOCUMENTING THE ARCHITECTURAL CHARACTERISTICS OF THE CATHEDRAL CHURCH OF THE RESURRECTION, LAHORE

The Cathedral Church of the Resurrection is a spectacular, monumental structure having distinctive features of Gothic architecture located on Mall Road, Lahore. In the nineteenth century, British rulers developed this road as the foremost city centre after they established their government in the area. Other important buildings situated on this road are High Court, General Post Office, Town Hall, Montgomery Hall, Punjab University, Atchison College, churches and cathedrals. Among various structures, the enormity of this Cathedral reflects its glory, in cosmic green meadows. The artistic style of Gothic architecture introduced by the British is truly represented in this monument. Every day, many Christians visit here to perform their sacramental obligations. In addition, the Cathedral includes its adjacent missionary school, known as Lahore Cathedral School. The structure seems to be intact; but, closer examination reveals the reality of major aspect in need of attention. The research was carried out by closely scrutinizing numerous fragments of the Cathedral through surveys and photography. The paper highlights the distinct character of the monument by assessing its architectural features in detail and concluding various measures needed to conserve the monument’s heritage. Keywords: Gothic, architecture, church, monument, Cathedral