To the 200th anniversary of J. E. Purkyně’s birth, and once more about the relations of science and education

Jan Evangelista Purkyné (1787 — 1869), a significant representative of the Czech and Europian sciences, a physician and natural scientist, the discoverer of the cell (in the year 1839), a worker of the National Revival, professor at the University in the Silezian Vratislav (Breslau, today’s Wroclaw) and of the University of Prague, occupies an important place also in the history of the Czech pedagogics. This study deals with the solving of the relations of science and education, with the transformation of the scientific research results in educational contents of the school systems which are involved in the publication Academia from the beginning of the sixties of the nineteenth century. The publication presents an outline of the conception and the internal arrangement of the future Academy of Sciences of the Czech nation which was taken into account even when founding the Czechoslovak Academy of Sciences in the year 1952.
The solving of them problems of relations between the science and education is connected with the democratization of the science and education and a new arrangement of the school system from the pre-school education up to the university and Academy of sciences. In the stimulations of this kind also the heritage of J. A. Komenský and that of J. H. Pestalozzi are respected. The author thinks of the so called scientific training of the nation, and at the same time he prefers gifted individuals. In a wisely managed society science and education are the means of its reconstruction.
The study also deals with the method of the transfer of the results of the science to the school institutions. Purkyně takes into account the activization of the didactics and emphasizes the principles of a thorough acquisition of the knowledge as a base for the acquisition of new pieces of the teaching. In the Continental literature of the fiftees and sixties of the nineteenth century no similar treatise presenting the connection between sciences and education, between the science and the school system and its results so pregnantly and in certain parts even futurologically, can be found.
On the whole, the problems of the participation of significant scientists of other branches are in question here, in this case didactics including.