English Translation

22-1 Half a century. By Dr. Karl Jäg e r. Fifty years, as measured by the venerable tradition of some higher teaching institution, are not at all a period of time that could cause a stir. The very fact that the most receptive years of around 5000 people are already interwoven in the history of our school gives it urgent importance and very well justifies a brief refinding. School years are particularly difficult due to their fullness of life and the higher school is particularly experienced and co-creating part of the development, mirroring the same image of the working forces. Thus, even the five decades that our school is recording today, become a dramatic, colorful film, of which we are astonished, almost terrified, reading the stark transformations that characterize this half-century of transitions. If the first decades and a half are still embedded in the patriarchal exaltation of an end to an epoch, teachers and students agree in reverence for the ideal of the classical educational world, then already in 1909 the time that has passed to practical civilizational slogans changes the form and imprint of the K. K. Franz-Josef- Staatsgymnasium by becoming a realghmnafium. The first annual reports, in the style of ancient country glory, show the "most underhanded devotion" to the "Highest Patron", each year they report on the gracious visits of exhilarating representatives of the imperial house, which makes the bathing stay particularly balanced, so lead harshly, but characteristicly enough the Czech bullets, which on the 4th of October Although the institution cannot be brought down thanks to its rich influx, it must atone for its decorative position in the "window of the Republic" with favored tribulations. The balanced interaction of the Jewish horchposts, which Prague plants in the "nationally contaminated" teaching bodies, with influential Jewish-Marrist parents and certain press organs of blessed memory, completes the resistance of our school with the hardest tests. Which changes of style do not become tangible to us also in the generations of pupils, who in the schoolhouse at the former "Emperor-Elisabeth-Quai", which, however, has remained untouched by every change itself, have gone on and off! Hardly do we consider it possible that the worthy men in Bart, who look at us so wisely from art-rich photographs, were at that time just as young as the nature-conspiracy supporters of the youth movement, who later brought tension-packed revival to our educational institution in the pre-spring of the time, just as well as the young-fresh people, who today in its closed form lends its new profile to the school. Also a look into the so frequently changed textbooks, into the essays of the year or in the drier numbers of the teaching statistics offers in a wealth of worthwhile details and subtleties life-oriented, representational mental history. The arc from the restful nineties, with its epigonous idealism of education, over the period of decay, the decades of searching and premonition, to the safe new land of German rebirth, is clearly arched. With a definite tradition, the Karlovy Vary Dber School for Boys can hardly be seen. A certain degree of mobility in the recording of new developments and tasks, perhaps also thanks to the genius loci of the World Bath, and 3