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  • Meeting A New Era
    Niels Henrik Abel and his Times, 2000
    Co-Authors: Arild Stubhaug
    Abstract:

    Niels Henrik arrived in Christiania and became a disciple at the Cathedral School precisely at the beginning of a new era for the city, the learned School and the country. From being a regional administrative centre, Christiania had become Norway’s new capital city with a university and a national assembly.

  • School Life, Money Worries and the Joys of the Theatre
    Niels Henrik Abel and his Times, 2000
    Co-Authors: Arild Stubhaug
    Abstract:

    Being a disciple at the Cathedral School was a fulltime occupation. School began at nine o’clock with four hours of morning lessons, and as a rule, three hours in the late afternoon. The day ended at six in the evening. In addition there was homework and preparation, day in and day out, six days a week without variation, and almost without any free time. There was a monthly holiday, one day every fourth week, as well as Christmas holidays from December 24th until January 2nd; Easter Week was free of classes, and summer holidays were of two weeks’ duration.

  • Niels Henrik Leaves Home
    Niels Henrik Abel and his Times, 2000
    Co-Authors: Arild Stubhaug
    Abstract:

    Abel the father had evidently had an exciting time in Christiania, and distinguished himself during the autumn session of the Extraordinary Parliament of 1814. It is quite certain that he also spoke with Rector Jacob Rosted about places for his sons at the Christiania Cathedral School when the time was appropriate. For the eldest son, that would most likely have meant the autumn of 1815, and quite probably Niels Henrik hoped that he too would soon follow, probably very pleased with the idea of getting away from the well-known landscape — and away from his discontented mother. Perhaps one day he would be able to do things better than his parents had?

  • The Fateful Year, 1818
    Niels Henrik Abel and his Times, 2000
    Co-Authors: Arild Stubhaug
    Abstract:

    The twenty-three year-old Bernt Michael Holmboe was now responsible for all the mathematical teaching at Christiania Cathedral School. Holmboe had become a university student in the summer of 1814, and had been a zealous spokesman for the voluntary student corps, which had been set up when the Swedish forces had advanced into Norway. He had taken the university’s Second Examination with distinction, had followed S0ren Rasmussen’s lectures in mathematics, both the obligatory ones and those Rasmussen gave on topics of special interest. B. M. Holmboe had decided to go on with mathematics, even though it was not a course of studies that led to any public service examination: there were no public service exams in the sciences. By 1815 he had already become an assistant to Lektor Hansteen who that year had been made professor and most certainly needed the services of a good mathematician for his astronomical calculations. Holmboe studied mathematics on his own, had received a little teaching experience at the newly-opened Institute of Commerce, and above all, he had a well-thought-out view of what mathematics really was, and how it could best be learned.

  • School Days and Many More Stories
    Niels Henrik Abel and his Times, 2000
    Co-Authors: Arild Stubhaug
    Abstract:

    The Christiania Cathedral School was a handsome building. In addition to the library with its six thousand volumes, the auditorium, and the room with the natural history collection of plants, insects and fossils, the School building had five extremely well-suited, well-appointed reading rooms, as well as a room where the School archives and a collection of antiquities, belonging to The Society for the Well-being of Norway, were kept. The School had received two new fine Swedish globes of the world in 1816, and the administrators of the Bernt Anker Trust had donated a large English chart of the world’s oceans. As well as this, the School had a collection of 84 land maps, and something that was called a mathematical and physical apparatus. This was located on the second floor, overlooking both the street and courtyard. Rector Rosted and his wife lived in the rooms downstairs together with a niece, and the porter also lived at the School. Due to dry rot, the School’s library had sunk somewhat on one side. The roof, it was said, had too slight a gradient, and this was the reason that the library hall, the auditorium, the rector’s kitchen, and the dining room had earlier been exposed to vigorous dripping when the snow and ice melted on the roof in the spring.

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Patafta Daniel - One of the best experts on this subject based on the ideXlab platform.

  • The Development of Theological and Philosophical Studies in Zagreb from the 13th Century until the Founding of the University of Zagreb. Historical Roots of the Catholic Faculty of Theology
    Catholic Faculty of Theology University of Zagreb, 2020
    Co-Authors: Patafta Daniel
    Abstract:

    Katolički bogoslovni fakultet Sveučilišta u Zagrebu (dalje: KBF) afirmirao se u vremenu modernoga visokog školstva u Hrvatskoj kao vodeća teološka odgojna i obrazovna institucija. Tomu u prilog ide opsežnost njegova odgojno‑obrazovnog programa kao i činjenica da je ustanova koja svoje povijesne korijene može pratiti od vremena katedralne škole iz XIII. stoljeća preko nastanka modernog Zagrebačkog sveučilišta 1874. godine pa do danas. Iako razvoj teologije i teoloških disciplina u Hrvatskoj i među Hrvatima nije privilegij samo jedne ustanove, jer velika je zasluga pojedinih crkvenih redova kao i nekadašnjih visokih bogoslovnih škola različitih povijesnih tradicija, KBF se u posljednjih dvije stotine godina afirmirao kao prostor sustavnoga i znanstvenoga pozitivnog pristupa teologiji i znanostima koje su nužno uz nju vezane. Od vremena osnivanja katedralne škole pa do danas može se pratiti kako je kroz povijesne mijene u određenim povijesnim razdobljima crkvene povijesti teološko obrazovanje od XIII. stoljeća do danas na KBF‑u i njegovim integralnim prethodnicama dio kompleksnih procesa na razini opće Crkve. Razvoj teološke misli, sustavnoga teološkog obrazovanja i odgojnih institucija vezanih uz djelovanje današnjeg KBF‑a od srednjeg vijeka do naših dana integrirani su u duhovne, misaone i društveno‑političke promjene kroz koje je prolazila Katolička crkva, a koje su svoj odraz nalazile i u odgojno‑obrazovnoj stvarnosti Crkve. Tako je današnji KBF, koji svoje povijesno polazište može utemeljeno tražiti u XIII. stoljeću, bio duhovna, misaona, intelektualna i kulturna veza hrvatskog naroda i Crkve u Hrvata s europskom crkvenom i društvenom stvarnošću. Stoga je cilj ovoga rada prikazati procese koji su doveli do nastanka katedralne škole u XIII. stoljeću, razvoja filozofsko‑teološkog studija u sustavu isusovačke, kasnije zagrebačke Akademije, naposljetku modernog Zagrebačkog sveučilišta, odnosno pokazati da se teologija i obrazovne institucije vezane uz teologiju u Hrvatskoj razvijaju u stalnom doticaju sa zapadnoeuropskom crkvenom i društvenom stvarnošću od svojeg nastanak do danas.The Catholic Faculty of Theology of the University of Zagreb (CFT) has distinguished itself in the period of modern higher education as the leading theological educational institution. A contributing factors in this are the scope of the Faculty’s educational‑upbringing programme and the fact that it is an institution that can trace its historicalroots to the period of the Cathedral School in the 13th century, through the founding of the modern University of Zagreb in 1974, and until today. Although the development of theology and theological disciplines in Croatia and among Croatians is not a privilege of only one institution, insofar as one has to take into account contributions of individual religious orders and the former higher theological Schools of various historical traditions, the CFT has distinguished itself in the last two hundred years as a place of systematic and scientific positive approach to theology and sciences that are necessarily related to it. From the period of the founding of the Cathedral School until today, one could follow through historical periods and shifts how theological education at the CFT and its integral predecessors was part of complex processes on the level of the universal Church. From the medieval ages until today, the development of theological thought, systematic theological education and upbringing institutions linked to activity of the current CFT have been integrated into spiritual, speculative and social‑political changes that the Catholic Church underwent and that were reflected in the educational‑upbringing reality of the Church. Thus, the current CFT that can base its historical starting point in the 13th century, was a spiritual, speculative, intellectual, and cultural link between the Croatian people and the Church among Croatians, on the one hand, and the European ecclesial and social reality, on the other hand. The aim of this article is to offer an overview of processes that led to the emergence of the Cathedral School in the 13th century, the development of philosophical‑theological study within the system of Jesuit and later on Zagreb’s Academy, and finally of the modern University of Zagreb. These processes allowed theology and educational institutions related to theology in Croatia to develop while being in constant touch with Western European ecclesial and social reality since their emergence until today