By H. Gordon Skilling
This learn of T.G. Masaryk offers together with his pre-1914 occupation as a professor and protracted dissenter. for 3 a long time he was once a relentless and unrelenting critic of traditional knowledge, validated associations and common practices in Bohemia and Austria-Hungary. At each degree he used to be an intensive dissident in all questions of public existence in addition to in inner most issues: faith, the nationality challenge where of girls, labour and the social query, parliament and govt within the Monarchy, its overseas affairs and overseas coverage associations, schooling, the courts and felony procedure, the Catholic Church, and clericalism, the collage institution, Czech politics and Czech political events, the interpretations of Czech heritage, and anti-semitism.
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Additional resources for T. G. Masaryk: Against the Current, 1882–1914
In the old view the state was a kind of independent being, outside and above society, and was regarded mythically as a kind of semi-God or God. e. extending political rights to the broadest classes, and taking account of the needs of all classes, and of course, 'the greatest class, the people'. ' 26 Masaryk did not offer a precise definition of the state. e. as so and so many people, with certain spiritual and physical characteristics, so many officials, administrative and judicial, so many ministers, so many soldiers, and a defined ruler.
As early as 1873, he read Das Kapital and in the following decades he read widely in the field of Marxism and socialism. In his early writings, for instance, on suicide, in his lectures, both at the university and at workers' meetings, and in articles in Cas and Nase doba during 1889 and the early 1900s, he discussed social problems and expressed sympathy for social democracy and the workers' movement. He was personally acquainted with a number of socialist leaders and helped them in founding their newspaper, Pravo lidu.
He was praised for his exceptional relations with students (1901 and 1910), and for his insistence that they should form their own opinions independently (1908, 1912, 1913),57 but he was also often criticized. During the Hilsner case, for instance, at the turn of the century, he became the target of abusive Academic Iconoclast 15 student demonstrations for his stand against anti-Semitism, but he was also strongly defended by other students for his defence of freedom of thought. 58 At that time he asserted that the issue of scholarly freedom was a common concern of students and professors, but strongly defended the right of students to demonstrate against him.