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Masterscriptie Tycho Hofstra Master Cultuurgeschiedenis Faculteit Der Masterscriptie Tycho Hofstra Master Cultuurgeschiedenis Faculteit der Geesteswetenschappen, Universiteit van Amsterdam Begeleider: dr. J.C. van Zanten Tweede lezer: dr. J.J.B. Turpijn Amsterdam, juni 2016 Afbeelding omgslag v.l.n.r: R. Fruin, J. Huizinga, A.A. van Schelven, E.H. Kossmann Tweede rij v.l.n.r: G.W. Kernkamp, J.M. Romein, C.H.Th. Bussemaker, J.C. Boogman Derde rij v.l.n.r: G.J. Presser, P.J Blok, P.C.A. Geyl, A. Goslinga Inhoudsopgave Inleiding ..................................................................................................................................... 3 1. De grondslag van Fruin (1860-1894) .................................................................................. 7 1.1 Fruin .................................................................................................................................. 7 1.2 Blok ................................................................................................................................ 11 2. De crisis van de hulpwetenschappen (1865-1890) ........................................................... 16 2.1 Jorissen ........................................................................................................................... 16 2.2 Wijnne ............................................................................................................................ 17 2.3 Rogge .............................................................................................................................. 19 3. Stabilisatie in staatsgeschiedenis (1878 – 1893) ............................................................... 24 3.1 Muller ............................................................................................................................. 24 3.2 Krämer ............................................................................................................................ 27 4. De onhoudbare nieuwe eeuw (1901 – 1905) ..................................................................... 30 4.1 Kernkamp ....................................................................................................................... 30 4.2 Brugmans ........................................................................................................................ 34 4.3 Bussemaker ..................................................................................................................... 37 5. Oplossing en oorlog (1905 – 1915) .................................................................................... 41 5.1 Huizinga .......................................................................................................................... 41 5.2 Gosses ............................................................................................................................. 45 6. Confessionele scholen (1918-1930) .................................................................................... 48 6.1 Van Schelven .................................................................................................................. 48 6.2 Goslinga .......................................................................................................................... 49 6.3 Cornelissen ..................................................................................................................... 50 1 7. Eerherstel en oorlog (1925-1946) ...................................................................................... 54 7.1 Colenbrander .................................................................................................................. 54 7.2 Theissen .......................................................................................................................... 56 7.3 Tenhaeff .......................................................................................................................... 58 7.4 Van Winter ..................................................................................................................... 61 7.5 Rüter ............................................................................................................................... 62 8. Een geëngageerde generatie (1936-1950) ......................................................................... 65 8.1 Geyl ................................................................................................................................ 65 8.2 Romein ............................................................................................................................ 67 8.3 Locher ............................................................................................................................. 70 8.4 Smitskamp ...................................................................................................................... 72 8.5 Rogier ............................................................................................................................. 74 8.6 Presser ............................................................................................................................. 76 9. Structuralisme en willekeur (1958-1966) ......................................................................... 81 9.1 Boogman ......................................................................................................................... 81 9.2 Schöffer .......................................................................................................................... 83 9.3 Poelhekke ........................................................................................................................ 86 9.4 Kossmann ....................................................................................................................... 87 9.5 Waterbolk ....................................................................................................................... 89 Analyse & Conclusie .............................................................................................................. 92 Literatuur ................................................................................................................................ 99 Bijlagen……………………………………………………………………………………..106 2 Inleiding ‘Een uitnemende traditie legt den hoogleeraar de verplichting op zijn ambt in het openbaar met een rede te aanvaarden.’1 Als het professoraat een academische promotie is, dan is de oratie de bijhorende bonus. De oratie beloont het harde werken binnen de academische wetenschappen met de kans de collega’s vrij toe te spreken. Dit is een uiterst persoonlijke aangelegenheid, waardoor de oratie als een stukje academische bezinning beschouwd kan worden. De vrijheid van de oratie geeft de historicus ruimte te imponeren, te bedanken of, in sommige gevallen, de knuppel in het hoenderhok te gooien. Deze scriptie zal een grove schets maken van de discussie rondom historische beginselen aan de hand van zesendertig oraties uit zes universiteitssteden tussen 1860 en 1970. Centraal binnen dit onderzoek staat de ‘scholarly persona’, de verzameling aan waarden waar een historicus naar handelt om erkenning te vinden als een ‘waar historicus’. De ‘scholarly personae’ zullen aantonen dat een constructie rondom ideaaltypen een waardevolle toepassing is op persoonsgerichte academische tradities, zoals oraties, afscheidscolleges en levensberichten. Scholarly Persona Een definitie als ‘een verzameling aan waarden waar een historicus naar handelt om erkenning te vinden als ware historicus’ verdient enige uitleg. In het artikel ‘What is a scholarly persona?’ zet Herman Paul deze abstracte term uiteen. De ‘scholarly persona’ is een ideaaltype als mal, waar de historicus zich naar probeert te vormen. Persoonlijke waarden, zoals hygiëne, kent het ‘scholarly persona’ niet. Zij bestaat enkel uit waarden die binnen het historisch vakgebied van toepassing kunnen zijn. Het model van de ‘scholarly persona’ verschilt per periode en groepering, maar moet wel gedeeld worden onder een groep mensen over een langere tijd. Zo zijn de ‘liberaal-positivistische archiefzoeker’ en de ‘ vroeg- feministische historicus’ voorbeelden van ‘scholarly personae’, maar individuen niet.2 1 H. Brugmans, Het belang van economische geschiedenis (Leiden 1904), 3. 2 H. Paul, ‘What is a Scholarly Persona? Ten theses on virtues, skills, and desires’ History and Theory 53 (Middletown 2014) 348-371, 354. 3 De waarden van ‘scholarly personae’, zoals waarheidsliefde, vrijheid, zekerheid of nauwkeurigheid, sluiten aan bij de taak die deze historici het belangrijkst vinden. Een historicus die zich volledig richt op archiefonderzoek neemt een ander model van het ‘historicus-zijn’ aan dan zijn collega die in de geschiedenis een politiek instrument ziet. Deze waarden zijn niet hetzelfde als vaardigheden. Terwijl de wetenschapper vaardigheden, zoals de beheersing van het Latijn, kan aanleren, kan hij waarden, zoals begrip, enkel aanwakkeren.3 De ‘scholarly persona’ is een product van persoonlijkheid en motivatie, en hierdoor geen act. Academici vormen zich naar de mal van het ‘scholarly persona’. Zij nemen geen professionele modus operandi aan.4 Centraal binnen de ‘scholarly persona’ staat het doel van de geschiedenis. Dit doel is het oplossen van een probleem doormiddel van een combinatie van verschillende historische waarden. De verschillende waarden worden op hun beurt gekleurd door het doel zelf. Zo is doorzettingsvermogen een cruciale waarde voor zowel de ‘scholarly personae’ van ‘de negentiende-eeuwse
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