In this study the author acquaints readers with the development of the history of pedagogy in Czechoslovakia since 1945. In the introduction he describes how the history of Czech an Slovak pedagogy developed at the end of the 19th and in the first half of the 20th century. In the next part of the study he looks into the Marxist- Leninist historiography of schools and pedagogy in Czechoslovakia since 1945. He says that after the liberation of Czechoslovakia a sad heritage prevailed in Czech and Slovak pedagogy. It developed on the basis of the pedagogy of the pre- Munich Czechoslovak Republic, which was based on the positions of idealistic comprehension and interpretation of historical and pedagogical phenomena. Gradually Marxist works by Czechoslovak authors began to appear. The author favourably appraises the publication of Soviet pedagogical works which appeared in the fifties. He refers to the inspiration of Soviet pedagogy, which stimulated Czechoslovak educationists to write original works of their own.
The author pays attention to textbooks and teaching texts in the history of pedagogy, to the publication of sources for the study of history of world and Czechoslovak pedagogy, to monographs on important personalities in the history of Czech and Slovak pedagogy. He also mentions various studies in miscellanies and theoretical pedagogical journals, which bring valuable contributions to knowledge of the development of education, schools and pedagogy in Czechoslovakia.
The study deals with the significance of the Czechoslovak Pedagogical Society at the Czechoslovak Academy of Sciences, the Slovak Pedagogical Society at the Slovak Academy of Sciences, and pedagogical museums for the development of the history of pedagogy in Czechoslovakia. The author also discusses the significance of pedagogical dictionaries and pedagogical encyclopedias for the development of the history of Czech and Slovak pedagogy. He also pays special attention to the place and significance of the history of pedagogy in the training of future teachers in Czechoslovakia. In conclusion he points out that further successful development of the history of pedagogy in the Czechoslovak Socialist Republic depends on the personnel situation, on the present state of scholars, that is to say scholarly educationists, and on the training of young, talented historians in pedagogy.