A Hajdú-Bihar Megyei Levéltár évkönyve 8. 1981 (Debrecen, 1981)

Tanulmányok - Radics Kálmán: Művelődési viszonyok Hajdúböszörményben a két világháború között

ной, отвечающей интересам рабочего движения, но дала основу для проявления культурных возможностей после 1945-ого года, возникла основа для прогрессивного содержания рабочей культуры, для ускоренного развертывания самодеятельности.

Научные лекции, просмотры фильмов, статьи газет, библиотеки открыли широкие возможности для идеологическо-политического просвещения рабочих. С точки зрения художественного воспитания можно выделить роль театральной деятельности, концертов рабочих, хоров, оркестров, художественной школы, читательских кружков, музеев.

Cultural conditions in town Hajdúböszörmény between the two world wars by Kálmán Radies

Analysing the cultural conditions of town Hajdúböszörmény between the two world wars, we touched on the public education which had great traditions. There are institutionalized educational formations and forms of activity outside the schools (e.g. clubs of reading circles, choral societies). The rural peasantry of Hajdúböszörmény became connected firstly with work of the reading circles while the craftmen with the music-culture and acting, as well as with the activity of choral society. Of course, the craftsmen were close to peasantry by birth or relation, and their way of life agreed in many aspects due to their common attitudes with that of peasantry.

This intertwined situation justifies that behind the cultural effects of the different unions, societies, clubs, choral societies we can consider not only the members, but indirectly the the cultural possibilities of wider layers of society (families of craftmen, tradesmen, peasantry) and so we can recon with them too. About the cultural conditions of Hajdúböszörmény in the period discussed, we can conclude the summary, that similarly to the other towns of this country: a lively cultural activity was going on, following the given economic and social circumstances, in many aspects even exceeding them. As a good basis considering this the activity of the teachers helping public education, can be examined, as well as their spontaneous activity in the various cultural formations. If we want to classify the activity pheres serving public education, we can find also signs of organization besides spontaneity. Regarding the whole town, it is obvious that for example worker education before the war did not always progressed toward the advance of the labour movement, but it afforded some form, a collective opportunity for the quicker development after 1945 for self activity development.

Possiblities were given by the establishment of libraries, publising of articles in newspapers, projecting of films, organization of scientific lectures, as well lectures for workers in political and ideological information. In the education of arts, we can emphasize theatrical activity, the role of workers’ concerts, choral societies, painting schools, reading circles and that of the museum.

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