Scientific life. RESEARCH CENTERS, LIBRARIES, AND ARCHIVES

Teaching of Oriental languages began at the Academia Gustaviana in 1632. The staff list included the position of Professor of Hebrew and other Oriental Languages1 . Since that time, the University of Tartu has been teaching, with some interruptions, Oriental languages, as well as Oriental history as a separate subject or as part of a general course.

The teaching of Oriental history was widely developed in the 19th century at the Academia Gustaviana (1893 - 1919-Yuriev University). The range of subjects taught was significantly expanded: Biblical archaeology 2, history of Ancient Orient 3, special courses on Turkish history 4 . Special attention was paid to Oriental languages in the second half of the 19th century, when, along with Semitic languages, the Faculty of Theology began teaching several Oriental languages at the Faculty of History and Philology .5 In the 19th century, the teaching and study of Oriental languages at the University of Tartu was centered around four main language groups: Semitic, Indo-European, Ural-Altaic, and Far Eastern languages.

D. Kudryavsky (1867-1920), who was elected Extraordinary Professor of German and Comparative Linguistics in 1898, made a significant contribution to the development of orientalism at the University of Tartu .6 His main contribution to orientalism is the Sanskrit language course, which he taught almost continuously from the fall semester of 1899 to the spring semester of 1918.7 and wrote several books on the subject .8 theologians A. M. Karl von Bulmering (1868-1938) and Otto Emil Sezemann (1866-1945), as well as other lecturers at the University of Tartu, addressed orientalism in their lectures .9

An integral part of studying Oriental history at the university was the history of the Ancient Orient10 . From the first semester of 1922, Professor A. Pridik (1864-1936) taught a course on the history and culture of the Ancient Orient11 . From 1892 to 1904, he was an associate professor of Classical Philology in Tartu and later a professor at the University of Warsaw, where he taught Greek literature and the history of ancient art. In 1921, he returned to the University of Tartu, where he was engaged in teaching and research in the field of orientalism. By the end of 1922, he had several handwritten studies on the history of Egypt .12 He continued lecturing until the end of the first semester of 1934 .13 Job A. Pridika was highly appreciated at the Faculty of Philosophy, and he was again elected associate professor in the Department of Ancient History, despite the retirement age and the fact that he expressed a desire to give lectures in German .14 In addition to the general course of the Ancient East, he taught the history of Ancient Egypt, Ancient Persia, Babylon and Assyria, and occasionally the art history of the Ancient East. It is quite obvious that by the beginning of the 1930s, he was the first Estonian expert on the history of the Ancient East.

In addition to the lectures, students received the necessary information from printed publications. In the 1920s, the most informative textbook was written by the famous German historian Georg Weber (1808-1888), a textbook of world history, in which about three hundred pages are devoted to the Ancient Orient15 . In the 1930s, it began to be published under the re-

* This review uses the personal files of the University of Tartu faculty members stored in the Estonian History Archive, the University Archive, and the Department of Manuscripts and Rare Books of the University Library.

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edited by Nicolai Kann (1873-1948)" Universal History", which also contained materials on orientalism 16 .

During the period under review, no special courses on the modern history of the East, in particular on the history of Asia in the Middle Ages, were taught at the University of Tartu. This was due to the lack of good specialists in the history of the East, as well as the university's focus on research and teaching of Estonian history.

The main focus of teaching world history was on the Nordic countries, Russia and the history of Europe in general. Nevertheless, the problems of the Middle Ages and the history of modern Asia were addressed only in the framework of courses on the history of Russia or Europe, and were also taken into account when developing the topics of many competitive works related to the history of Eastern countries. Here are some of the topics presented in the 1930s in the history department: "The policy of the great powers in the Far East from the Peace of Shimonoseki to the beginning of the Russo-Japanese War (1895-1904)"; "Russian-British relations in the first decade of the XX century" (which also examined their impact on Asian countries); "The policy of Austria-Hungary in the Balkans in 1900-1914" 17 , which was related to the problems of Turkey, etc.

Much more material on the Orient was contained in the lecture courses of Peeter Tarvel (Treiberg) (1894-1953). His interest in Asia was already evident in the course "Introduction to Historical Science" 18, which, it would seem, should have had nothing to do with Asia. A particularly wide range of problems on the history of modern Asia is presented in his series of lectures under the general title "The Age of Imperialism" 19 . They examine in detail the relations between Russia and Turkey in the second half of the 19th century, as well as the colonial policy of the powers in the East in the 18th and 19th centuries. From Asian countries, India, Cambodia, Vietnam, and China were analyzed. The author did not ignore the colonial policy of Russia in Asia and the resulting clashes with other European states, in particular the conflict with England over Afghanistan. The geographical scope of problems is also wide - from politics in the Middle East to the colonial policy of European states in Oceania 20 . In his lectures, imperialism was considered primarily as the desire of great Powers to dominate other regions and states.

In the presentation of the material, Tarvel adhered to a strict sequence. He continued his analysis of world history, for example, in the series "Prehistory of the World War", covering the period from the end of the XIX century to 1914. The history of Asia is given a very significant place here. At the beginning of the cycle, the main focus is on Turkey, China, and Japan 21 . The analysis of the Russo-Japanese War occupies almost a third of the two-semester lecture course. This is quite understandable, since many of the most important events in world history at the turn of the XIX-XX centuries took place in East Asia. In addition, Estonia was directly linked to the Russo-Japanese War.

In subsequent lectures in this series (up to 1911), Tarvel dealt with several Asian countries, going back in his interpretation of their history 30 to 40 years ago. A fairly detailed analysis of the history of Tibet is worth noting, however, against the background of Anglo-Russian-Chinese relations. Along with international problems, the internal policy of Asian countries is also considered to the extent permissible for a general lecture course on world history. In terms of coverage of the material in the lectures, the first place among Asian countries belongs to Turkey, 23 whose connection with the history of Europe is quite remarkable.

One may get the impression that at the University of Tartu, a student of history received an idea only of the Ancient East, of the foreign and, to a lesser extent, of the internal politics of the Eastern states of the late nineteenth and early twentieth centuries, and the intermediate period remained as if not covered. In fact, this was not the case. Tarvel did not avoid this period either. His lectures cover the history of India in the 17th and 18th centuries and the conquests of England and France in India, despite the fact that the main topic of his lectures was the history of England during the reign of George III and the Industrial Revolution .24 Somewhat less attention is paid to Indonesia or the Dutch East Indies. 25 P. Tarvel's activities at the University of Tartu were studied by Prof.

Hans Kruss (1891 - 1976) also addressed the history of the Eastern countries in his lectures. In connection with the history of Russia, he dwelt on the history of the Tatars in the 13th and 14th centuries, 26 as well as on Russian-Turkish relations in the 17th and 18th centuries.

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rather superficially, since his priority was domestic policy and reforms in Russia 28. Prof. Arnu Raphael Zederberg (1885-1948) 29 was initially appointed to the Chair of Estonian and Nordic History, but in the 1920s he also taught courses in general history30, relying mainly on Weber's World History, which thoroughly analyzed the history of Turkey. 31 Professor of Archaeology Aarne Michael Tallgren (1885-1945) taught a course on archaeological finds in Ancient Asia in the fall semester of 1922 and conducted seminars on Ural - Altaic archaeology .32 In the following semester, he continued his seminars on archaeological finds of the Ancient East, and that was the end of his Oriental studies. This was obviously due to the completion of the course and Tallgren's departure from the university in 192334 .

The course of ethnology was also more or less connected with the problems of Asia. Master Eric Laid (1904-1961) gave an overview of the ethnography of the peoples of Siberia in his lectures , 35 but the main focus was on teaching the ethnography of Estonia and, to a lesser extent, the ethnography of Finno - Ugric peoples.

At the Faculty of Law of the University, some subjects were also connected with the history of the East. For example, Associate Professor Leo Leesment (1902 - 1986) taught a course of lectures on "Questions of Chinese Law" once a week in the spring semester of 1937 .36 In addition to legal problems, he addressed philological 37 and historical issues 38 . Lectures by Professor of International Law Ants Piip (1884-1942) and the book "International Law"published by him in 1936 were devoted to the history of Asian countries. It provides examples of international treaties concluded in the 1829 - 1920s with the participation of Asian countries .39 As for the personal attitude of teachers, L. Leesment's interpretation shows a benevolent attitude towards China .40 Thus, no lecture course provided a comprehensive overview of individual Asian states or historical periods, but the foreign policy of many Eastern countries was interpreted in great detail. When analyzing world history, the role of Asia was not diminished. The difference between textbooks on the history of the East and lecture courses was that in the first quite a lot of space was given to the internal politics and culture of Eastern countries, which cannot be said about lectures. There was quite a lot of material about Asian states in all the most common university textbooks on world history. As for the history of orientalism, Weber's book was more informative than the Universal History published under the editorship of N. Kahn.

Handwritten dictionary of Historical terminology 41 (authors: philologist I. V. Veski and historians Kh. Sepp, R. Kenkmann, H. Kruus), designed to improve the educational process, contained rather scanty information about Eastern terms. It included only 46 more or less directly or indirectly related to the East special concepts translated from German and Russian into Estonian. The main emphasis was placed on German terminology. Meanwhile, the University of Tartu Library had a wealth of literature on orientalism in the 18th and 20th centuries: 1024 books on Oriental languages published before 1918, 589 on the history of the Orient, 42 and a number of general reviews .43 Unfortunately, the authors of the dictionary did not use the available resources and limited themselves to some state-administrative and religious concepts.

Teaching Oriental languages at the University of Tartu. Comparative linguistics prevailed mainly in the philosophical and theological faculties. The first teacher of Indo-European comparative linguistics was Prof. Max Fasmer (1886-1962), who read Vedic grammar and conducted text exercises 44 . To analyze the texts, he used the textbook of Adolf Friedrich Stenzler, Professor of Oriental Languages at the University of Breslau, which is very popular in European universities .45 Fasmer started working in 1919, but in 1921 he moved to the University of Leipzig, where he was elected Professor of Slavic Philology .46 However, he did not lose contact with the University of Tartu. Fasmer's efforts were continued by one of his outstanding students, Peeter Arumaa (1900-1982). Since 1927, he studied under Fasmer in Berlin, 47 and before that he studied Sanskrit, Avesta, Old and New Persian at the University of Tartu, while simultaneously working on his doctoral thesis on the relations between Baltic and Slavic languages .48 He was particularly interested in contacts between Finno-Ugric and Iranian languages .49

P. Arumaa, who became an extraordinary Professor of Slavic Philology in 1934, began teaching Oriental languages at the University in the fall semester of 1938, giving a course on the following topics:

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Vedic language, continuing it in the future 50 . With the consent of the faculty council, he was supposed to teach Sanskrit as early as 1930, but the university board did not consider this possible .51 Probably due to lack of money or little interest in the subject, an average of two students attended Vedic language lectures in 1938 .52 Nevertheless, P. Arumaa deserves recognition as an orientalist who has made a significant contribution to the development of Oriental linguistics at the university. The first teachers of P. Arumaa were prominent philologists of the University of Tartu, including Professor of Indo-European Linguistics Ernst Kijkers (1882-1938). In 1922, he began teaching Sanskrit 53 and continued to work at the University of Tartu until the end of his life .54

In addition to Sanskrit, he taught Vedic hymns, interpretation of Avesta texts (including Zarathustra), Old Persian grammar, New Persian, Old Armenian, Coptic, and even Samoan texts .55 All this indicates the great erudition of Kiikers in Eastern languages. He acquired much knowledge and extensive experience in Germany, where he studied in Marburg (where he defended his doctoral thesis), Bonn and Munich .56 His lectures on Oriental languages were attended by future prominent Estonian orientalist scholars. Among them is Pent Nurmekund (1906-1996), who attended lectures by F. E. Kiikers in 1932-1934. 57

Oriental languages at the Faculty of Theology. The most distinguished teacher at the faculty was A. M. K. von Bulmering. He taught classes in the Old Testament and Semitic languages .58 He began teaching Hebrew at the University of Tartu as early as 1895,59 and in 1920 taught a parallel course in Arabic. Considering the volume of their teaching at the faculty, we can say that these subjects were clearly preferred. A. von Bulmering gave all his lectures in German 60 . The Hebrew language was usually taught for three hours a week .61 The textbooks he used were published in Germany at the beginning of the twentieth century .62 When teaching Arabic, he used several sources, often the Koran. 63 A. von Bulmering's lecture course included an interpretation of surahs (chapters) The Qur'an 64 . He also gave lectures on Syriac, Ethiopian, Aramaic, and the history of the Israelites .65 He considered the textbooks of R. Kittel and G. Guthe published in the first quarter of the 20th century to be important manuals on the history of the Israeli people.

O. E. Sesemann (1866-1945), privatdozent of Semitic languages at the University of Tartu since 190066, continued to work at the Faculty of Theology during the Soviet period: he taught Hebrew literature and grammar, 67 but paid more attention to the interpretation of the Old Testament.

A. von Bulmering and O. Sesemann were already very old and did not give lectures in Estonian. Therefore, it is quite natural that the national university needed Estonian specialists in these subjects. And over time, they appeared. One of the most prominent was Hugo Albert Mazing (1909-1985). In January 1938, he was confirmed as an associate professor in the Department of Theology for three years .68 In fact, he had been teaching Hebrew at the university since the fall semester of 193569 . In 1937, a grammar of the Hebrew language by Hugo Albert Mazing was published, which was compiled by students; it was written by him mainly based on the materials of his lectures .70 In addition to Hebrew, he also taught the history of the Israelites, Arabic, Syriac, and Sumerian. 71

The Academic Society of Orientalists established at the University of Tartu contributed to the teaching and research of Oriental history and languages. According to the charter approved at the end of 1935, the society united teachers, employees, research fellows, certified free students and university students interested in the culture and languages of the Orient .72 The society has the closest ties with Turkey and Japan 73 .

In 1934, the Department of Jewish Studies was established at the Faculty of Philosophy. This was a remarkable step: even in Germany, there was only one department for Jewish studies, established in 1918 at the University of Frankfurt .74 Since March 1934 , Lazar Gulkovich (1899-1941) 75, invited from the University of Leipzig, took up the position of professor of the Department. The department was sponsored by the" Society for the Development of Jewish Studies " at the University of Tartu 76 .

L. Gulkovich started teaching Hebrew and Aramaic grammar and cuneiform writing in 1934 .77 Later, he taught courses in the history of the Jews before 1942, in Akkadian-

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ku, history of Jewish traditions, introduction to Kabbalistic and philosophical thinking, etc. 78 . Seminary works written under his guidance and still preserved today have a religious content (Judaism) 79 . With the special permission of the university board, L. Gulkovich gave lectures in Hebrew and German .80 His own scholarly works dealt mainly with the Talmud 81, Kabbalah 82, and Hasidism 83 .

After World War II, the University of Tartu was renamed State University (TSU) 84 . There have been significant changes in the structure and scientific orientation of the educational institution. The theological faculty was essentially eliminated, and the teaching of Semitic languages began to be random. At the same time, the study program included a number of new Eastern languages, as well as the history of Asia and Africa.

The course on the history of Asia and Africa, which was started in the 1944/45 academic year, was originally called the history of dependent and colonial countries, and since 1948 - the history of the countries of the East .85 The number of hours provided for lectures has increased from 90 to 200 for the entire course of study 86 . An experienced school teacher and author of several textbooks, Jaan Konke (1902 - 1988), a master's degree in Estonian and Nordic history, was invited to teach Oriental history. Since there was no specialist in the history of the East in Estonia, J. Konke took this course on himself. He had previously been interested in the history of China, Japan, and the colonial countries. Thus, one of the Estonian historians found himself in the field of orientalism. In 1962, he defended his doctoral dissertation on the history of Estonia, and a significant part of his works on the history of the East appeared after he was awarded the degree of doctor and the title of Professor of world history .88

J. Konke also taught courses on the history of the ancient world, the Middle Ages, modern Times, and the history of the USSR .89 His name is associated with the beginning of the scientific school of orientalism at the University of Tartu. This can be seen in his scientific works, which were sometimes co-authored by Olaf-Mihkel Klaassen, who later became an extraordinary professor of Oriental history. J. Konks was the author of numerous textbooks on the history of the Middle Ages, modern and modern times in the countries of Asia and Africa 90, which logically complemented his lecture courses. In addition, he studied Japan during the Middle Ages and the history of China in the 19th and 20th centuries .91

In his lectures on the history of modern times in the East, he studied in detail a number of Asian countries-Japan, China, India, Iran, and in less detail - Korea, Afghanistan, and Turkey. It is clear that he was particularly sympathetic to China, considering it the most important Asian state. He devoted more time to the history of China, covering the period from 1644 to 1918. The appeal of his lectures lay primarily in their versatility. He always complemented the country's domestic policy with its foreign policy and international relations. In his coverage of the struggle between Britain and France for supremacy in India, he tried to argue why one side was successful and the other was not. 92 Always in all the topics he emphasized the most essential. In this and many other ways, his high pedagogical abilities were manifested. Ya. Konks liked to give lectures on international relations in the Far East. Here, too, his attention was mainly focused on issues related to China and Japan, especially the Sino-Japanese conflict in 1931-1941. Referring to the post-World War II period, he devoted much attention to the fate of Japan and the Pacific region as a whole, including various national liberation movements .93

In the 1950s, he taught a special course on Chinese foreign policy, lectures on the history of India during World War II and in the post-war period .94 It is quite clear that the history of China, Japan, and India was a priority in his research, which is largely due to the improvement of political relations between the Soviet Union, China, and India in the early 1950s. Undoubtedly, this had an impact on the choice of university subjects on the history of Asia. This was also facilitated by the availability of relevant literature published in Russian, as opposed to Western.

In the early 1950s, the history of the East was also taught by Associate Professor Julius Madisson (1898-1969). He was fascinated by great geographical discoveries. The topics of his lectures were: the history of medieval India, the trade relations of the Levant with the Far East, and the travels of Afanasy Nikitin and Marco Polo 95 . At the same time, Associate Professor Hillar Palamets specialized mainly in the study of the culture of the Ancient East, Byzantium and Arab countries .96

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In addition to lectures, other forms of academic work related to the study of the history of the East were also practiced. In 1951, J. Konke led a special seminar on the national liberation movement in China in the XX century, and later on the history of the People's Republic of China.

The topics of students ' theses in the 1950s were mainly related to the political history of China, India, Mongolia, and Korea in the twentieth century. Only one of them concerned the culture of China 97 . An analysis of the subject matter of theses allows us to note some of their features, which are explained by the difficult political situation in a number of countries.

A new and interesting area of study at the TSU History Department is the study of the life and activities of Asian political leaders: M. Gandhi, Mao Zedong, and Sun Yat-sen .98 However, the reasons that hindered the depth of research in this area were the same.

Regions such as the Middle East and Asia Minor received some coverage in the lecture courses, but the focus was mainly on the Straits of Turkey (the Bosporus) during the First World War .99 The topic of the formation of the State of Israel, as the most important event in the modern world, was not included in the study plans at all. The reason can be considered the lack of literature on this topic.

In the mid-1950s, the oriental direction developed by J. Konks was supported by the active orientalist Penta Nurmekund (1906-1996, until 1936 - Arthur Roosmani), who can be called one of the most prominent polyglot and orientalists of the XX century. in Estonia. As Head of the TSU Oriental Studies Department from 1955 to 1983, he taught 100 languages of Asian and African peoples : Swahili, Hindi, Hausa, Sanskrit, Turkish, Armenian, Tajik, Arabic, Hebrew, Persian, Ancient Persian, Ancient Egyptian, Indonesian, Vietnamese, Mongolian, Chinese, and Japanese.

P. Nurmekund's acquaintance with Oriental languages began in the 1930s, when he studied in Copenhagen, Paris and several other German universities, studying Chinese ,Mongolian, Malay and Arabic. 101 It was not easy for him to get a job at TSU. Initially, his application was rejected and he started teaching Chinese in 1954 not in Tartu, but in Pärnu .102 In the spring semester of 1955, he was allowed to teach Chinese at the university. Only four years later, he became an ordinary lecturer at the University of Tartu 103 .

P. Nurmekund's name is directly associated with the Study of Orientalism, which was created as a center for teaching Oriental languages at TSU. For many years, up to 10 different languages were taught at the same time, and P. Nurmekund organized all the work of the Cabinet on a voluntary basis. He also successfully taught some Romano-Germanic languages. According to P. Nurmekund, he had excellent command of Russian, French, English, German, Danish, Swedish, Spanish, Italian, Norwegian, Chinese and Latin, as well as Yiddish and Livonian .104

P. Nurmekund had extensive personal contacts with orientalists of the Soviet Union and around the world. He often took advantage of research trips to the Kyrgyz Academy of Sciences and the University of Tashkent to collect material for completing his doctoral dissertation on the Dungan language. He gained practical experience in learning the language directly in the Dungan settlements in the vicinity of Bishkek. As a result, he managed to collect a wealth of material on Dungan folklore, on the Shonsi dialect 105 . But the defense of the doctoral dissertation did not take place. It seems that P. Nurmekund never considered the bureaucratic formalities of recognition of his scientific work essential. For him, knowledge itself was much more important. It was only in 1967 that his master's degree was re-certified into a candidate's degree, and in 1971 he was awarded the title of associate professor 106 .

P. Nurmekund actively participated in scientific conferences and symposia. He never missed a single conference on Turkology, which was often held in Leningrad .107 In 1979, he made a report at the All-Union conference in Moscow on the problems of Ethiopia .108

P. Nurmekund and J. Konke worked closely together; they shared common research interests and consulted each other on the pronunciation and spelling of Chinese and other Eastern languages. P. Nurmekund willingly shared his knowledge with colleagues. And he can be quite considered an all-rounder in the field of humanities.

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In 1966, he began his career as an ordinary teacher at the University of Disciple Ya. Cox, Olaf-Mihkel Klaassen (b. 1929), who had previously been a freelance lecturer for five years. He began to read students the history of modern times in Asia and Africa.

O.-M. Klaassen studied at the Faculty of Law (1947-1952), then graduated in absentia from the history department (1960). Therefore, it is clear that issues of international law played an important role in his further scientific and teaching work. In 1970, he defended his PhD thesis "The struggle of anti-imperialist forces for unity in Indonesia in 1945-1956". His scientific supervisor was Candidate of Historical Sciences V. A. Zharov from the Institute of Oriental Studies of the USSR Academy of Sciences. Already in his first lecture courses, he paid much attention to the history of Indonesia during the Second World War. M. Hallik's last master's thesis, written under his supervision, is also largely related to the history of Indonesia .109 He himself studied Indonesian at the university and taught it to students.

In the orbit of O.-M. Klaassen's closer attention for a number of years were Japan and China. His university textbooks describe all the significant states of Asia and Africa 110 , since the XVI century. His main focus is on the first half of the twentieth century. All textbooks contain chapters on contacts between Asian and African countries and Estonia. There is a huge amount of research work behind this. He published a book about the formation of Estonian Afro-Asiatics and containing materials on Estonia's contacts with Asian and African countries before the beginning of the 20th century .111 It should be noted that these textbooks have not lost their significance even today. O.-M. Klaassen was particularly interested in the Estonian traveller Andre Saal (1861-1931), who lived and worked in Indonesia in 1898-1920. O. - M. Klaassen wrote many articles about him, which were published in Estonian, Russian and Indonesian, 112 and a monograph 113 . The subject of special seminars 114 and theses 115 is also connected with the name and activity of A. Saal .

With the arrival of O.-M. Klaassen, the University's African studies were noticeably revived. All of his textbooks include information about African countries, but the main focus is on Ethiopia and Nigeria. 116 A number of special seminars and theses were prepared under his supervision .117 In addition to his academic work, O.-M. Klaassen also researched the activities of Estonian missionaries in Africa.

One of the important areas of research of O.-M. Klaassen was the consular relations of Estonia with the countries of Asia and Africa in 1918-1940. This is the subject of his doctoral dissertation, defended in 1992 .118 The topic "The Republic of Estonia and its relations with Asian and African countries" was systematically included in his lectures .119

In the second half of the 1990s, the Middle East began to attract his attention. This is evidenced by the management of 120 bachelor's works and the reading of a lecture course on the history of this region 121 .

O.-M. Klaassen's students include Estonian African studies students Mart Siyroya (1958-1995) and Katrin Hiyemaa (born 1963). K. Hiyemaa defended her master's thesis in 1998122 and in 1999 entered the doctoral program, where O.-M. Klaassen remains her supervisor 123. K. Hiyemaa continues to study Africa at the University of Tartu. Her research focuses on Egypt and South Africa, and Estonian missionaries in Africa. Since 1994, she has taught basic courses in African history. Even before that, she co-authored with O.-M. Klaassen the article "About a forgotten Estonian on the Gold Coast" 124 . In 1989, the general course of Asian and African history was divided into two separate courses. Lectures on the history of Africa were given by M. Siyroya, who was working on his PhD thesis on African studies .125 But in 1994, he dropped out of the university.

Due to the retirement of O.-M. Klaassen, the main course on Asian history has been taught since 1998 by his student Martin Hallik, whose bachelor's thesis and master's thesis were written under the supervision of O.-M. Klaassen. To date, M. Hallik has defended, and again under the supervision of O.-M. Klaassen, a doctoral dissertation on the contacts of the University of Tartu with the countries of the East. A new direction developed by M. Hallik is the study of cooperation between the states of the Pacific region. He introduced a new lecture course on the history of Australia and New Zealand, focusing on their relations with Asian countries.

In 1969-1973, Linnart Myall (b. 1938) was an ordinary TSU teacher and continues to work actively as a senior researcher and hourly employee. He is a speci-

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alist in Chinese and Indian philosophy, as well as-in Chinese and Tibetan, in Hindi and Sanskrit languages 126 . His scientific activity is largely connected with the study of various manifestations and influences of Buddhism. One of Myall's first favorite topics in both academic and academic work was the Kushan State .127 His thesis was written under the supervision of J. Konks on the history of India 128, and he defended his PhD thesis on a completely different topic in 1972 at the Department of Ancient Oriental Studies of the Institute of Oriental Studies of the USSR Academy of Sciences 129. L. Myall is known for his translations of the Dhammapada, Daojin, Confucius, etc. 130 . He received his basic knowledge of Chinese and Sanskrit from P. Nurmekund 131 , with whom he later worked together in the Office of Orientalism.

Maret Kark (born 1954) and Myart Leaenemets (born 1962) are among Myall's students in Oriental languages. Maret Kark is a historian, her thesis is devoted to classical art 132. She translates from Tibetan into Estonian and studies the history of Tibet. Working at the university as an assistant, she gives lectures on Tibetan subjects. M. Lyaenemets, with a degree in psychology 133 , in 1999 defended his master's thesis on history under the supervision of L. Myall 134, in the same year entered the doctoral program 135 . As a research associate at the university, he gave lectures on the development of Chinese philosophical thought, culture and language.

Since the mid-1990s, the teaching of Oriental languages at the university has revived. The university's Language Center paid special attention to teaching Japanese (classes were taught by Eri Miyano, a Japanese philologist). In the spring semester of 1998, it had 51 students, in the fall semester - 53. Teaching Japanese language and Japanese culture was financially supported by The Japan Foundation. Specifically behind this is the Japan Cooperation System 136 . In addition to these funds and trust institutions, the Sasakawa Japan Foundation 137 provided students and staff of the University of Tartu with the opportunity to improve in selected areas of Japanese studies. Thanks to this, significant progress has been made in the field of Japanese studies in recent years. Some students of the University of Tartu were sent to study at various universities in Japan. In September 1999, the Government of Japan presented the university with a specialized language classroom, so that it is now possible to study Japanese independently .138

Among the modern Oriental languages, Turkish and Arabic are also taught in addition to the above. In recent years, Hagani Gayybli, a freelance teacher, taught an initial course in Turkish, where he introduced students to the cultural and political life of Turkey .139 The Arabic language course is taught at the Faculty of Theology.

The study of orientalism was largely facilitated by the section that operated as part of the historical circle, and later by the independent circle of orientalism. The initiator and organizer of the work of the section and circle was L. Myall 140 . The circle was attended by a large number of students from different faculties, many of them successfully performed at All-Union competitions in orientalism.

It should be noted that Karl Bachmann, Billem Ernits, Jaan Kaplinsky, Jaak Laasnurm, Aita Meyer, Naresh Modi, Rita Noorsalu, Joosep Pagliak, Hulot Sirk, Halyand Udam, Ann Veldi taught Oriental languages at the University of Tartu at various times, without interrupting their main work .141

Summing up, we can distinguish some areas in the development of orientalism at the University of Tartu in 1900-2000. Before the establishment of the Republic of Estonia, in 1900-1918, preference was given mainly to Semitic languages and Sanskrit, and only the Ancient East and Byzantium were included in history courses. In 1919-1940, much more attention was paid to the history of the East and Oriental languages, although in more general courses, where it did not form a single whole. Among historians, we should especially mention Professor P. Tarvel, and among philologists-F. E. Kiikers.

In 1945-1990, there were few full - time orientalists at the University of Tartu. Specialization in Oriental history or Oriental languages could only take place outside of Estonia. As for the academic and scientific work in the field of orientalism in comparison with the total volume of academic subjects, it should be noted that the teaching of Oriental history and Oriental languages was large-scale and successful. The University of Tartu has not developed a single direction on the history or languages of any particular Eastern country, which has its own goals and continuity. Due to the small number of teachers-

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The main attention was paid to ensuring the teaching of the history and languages of individual states of the East. Specialization is still associated with the personal interest of scientists. But there is a common scientific orientation between some orientalists of the older and younger generations. This is usually due to academic continuity or academic leadership. The scientific school that was able to assess the importance of studying the history of China, Indonesia and Japan and the need for its development dates back to J. Konks. Continuing his scientific tradition, O.-M. Klaassen made an even more significant contribution to this area, adding to it the study of Estonia's relations with Asian and African countries, thus starting African studies at the University of Tartu. This trend is continued by representatives of the younger generation K. Hiyemaa and M. Hallik.

The name of P. Nurmekund is associated with the scientific school of philological and philosophical direction, currently headed by L. Myall. His research interests are primarily related to the history of India, China, and Tibet. M. Kark, who studies Tibetology, and M. Lyaenemets, who successfully studies the history and development of Chinese philosophical thought, continue to work in this field.

At the University of Tartu, therefore, there is an academic continuity in orientalism, with its roots going back to the 1920s and 1930s.

notes

1 Tartu ajalugu. I. Tallinn, 1982. Lk. 61.

2 Verzeichniss der Vorlesungen auf der Kaiserlichen. zu Dorpat. 1834.1. Lk. 2.

3 Review of lectures at the Imperial Yuriev University. 1874.1. p. 9.

4 Verzeichniss der Vorlesungen. 1844.1. Lk. 8 - 9.

5 The Faculty of History and Philology was founded in 1850.

6 Tartu ajalugu. II. Tallinn, 1982. Lk. 277.

7 Review of lectures. 1899-1918. Yuryev, 1899-1918.

8 Basic Sanskrit language course. Grammar-a textbook. Dictionary. Yuriev, 1917; Initial Sanskrit anthology with a dictionary and a brief overview of the phonetics and morphology of the Sanskrit language. St. George, 1903.

9 Professor A. Yasinsky taught a course on the history of Byzantium and the Crusades; from 1914 it was continued by the extraordinary Professor of General History V. Regel. Private associate Professor of General History P. Yakovenko taught the course of the Ancient East.

10 Department of Manuscripts and Rare Books of the University of Tartu Library (ORR TU). f. 106. d. 11. L. 22.

11 ettelugemiste kava. 1922.1. Lk. 16.

12 "Die Mutter Amenhoteps III" ja "Amenhotep IV und seine Kritiker".

13 ettelugemiste kava. 1934.1. Lk. 20.

14 Archive of Estonian History (AIE). f. 2100. Op. 2. d. 869. L. 68.

G. Weber. 15 Lk. 51 - 349. An overview of ancient Babylon, Assyria, Egypt, Syrians, Jewish kingdoms, Medes, Ancient Persia and Alexander the Great's campaign in India is given.

16 ajalugu. Tallinn, 1930. pp. 82-234.

17 AIE. F. 2100. Op. 2. D. 1312. L. 189.

18 ORR TU. F. 55. Op. 2. D. 230.

19 ORR TU. F. 55. Op. 2. D. 232.

20 ORR TU. F. 55. Op. 2. D. 232. L. 82-64, 100.

21 ORR TU. F. 55. Op. 2. D. 233.

22 ORR TU. F. 55. Op. 2. D. 234. L. 61-71, 97-98.

23 ORR TU. F. 55. Op. 2. D. 235, 236.

24 ORR TU. F. 55. Op. 2. D. 238, 239.

25 ORR TU. F. 55 Op. 2. D. 240.

26 ORR TU. F. 55. Op. 2. D. 227.

27 ORR TU. F. 55. Op. 2. D. 224, 228.

28 ORR TU. F. 55. Op. 2. d. 226. L. 85, 88-89.

29 ORR TU. F. 55. Op. 2. d. 219, 220.

30 AIE. F. 2100. Op. 2. D. 83. L. 8, 10.

31 G. Weber. III. Lk. 423 - 798; Idem. IV. Lk. 354 - 363.

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32 ettelugemiste kava. 1922. II. Lk. 14.

33 ettelugemiste kava. 1923.1. Lk. 18.

34 Tartu ajalugu. HI. Tallinn, 1982. Lk. 97.

35 ettelugemise kava. 1932.1. Lk. 17.

36 Tartu loengute ja praktiliste toode ajakava. 1937.1. Lk. 14.

37 Leo Leesment studied Chinese at the Ecole Nationale des Langues Vivantes in Paris between 1931 and 1932.

38 ORR TU. F. 93. D. 90. L. 9.

A. Piip. 39 Rahvusvaheline oigus. Tartu, 1936. Lk. 49 - 58.

L. Leesment. 40 "Opiumisoda" hiinlaste valgustel // Ajalooline Ajakiri. 1934. Nr. 2. Lk. 83 - 88.

41 ORR TU. F. 100. D. 20; J. V. Veski, H. Sepp, E. Kenkmann, H. Kruus. A. Sjaloo oskussonastik. 1923 - 1940.

42-43 ORR TU. f. 4. Op. 1. D. 408, 414

44 ettelugemiste kava. 1920. II. Lk. 15; 1921.1. Lk. 11.

A. Fr. Stenzler. 45 Elementarbuch der Sanskrit-Sprache: Grammatik, Text, Worrterbuch. Breslau, 1868.

46 AIE. F. 2100. Op. 1. D. 1313. L. 8, 21.

47 AIE. F. 2100. Op. 2. D. 41. L. 4.

48 AIE. f. 2100. Op. 2. d. 41. l. 4 ob., 5.

49 AIE. F. 2100. Op. 2. d. 41. l. 22 vol.

50 loengute ja praktiliste toode kava. II. Lk. 12.

51 AIE. F. 2100. Op. 2. D. 41. L. 81, 82.

52 AIE. F. 2100. Op. 2. D. 41. L. 112, 178.

53 ettelugemiste kava. 1922.1. Lk. 15.

54 AIE. F. 2100. Op. 2. D. 327. L. 173.

55 ettelugemiste kava. 1923 - 1938.

56 AIE. f. 2100. Op. 2. d. 327. l. 163 vol.

57 ORR TU. f. 71. D. 117. N 1; D. 115. N 2.

58 AIE. F. 2100. Op. 2. D. 79. L. 47.

J. Frey. 59 Die Theologische Fakultat 1802 - 1903. Dorpat-Jurjew, Reval, 1905. Lk. 139.

60 AIE. F. 2100. Op. 2. D. 79. L. 104, 122.

61 ettelugemiste kava. 1920.1 - 135. I.

62 AIE. F. 2100. Op. 2. D. 80. L. 12.

63 ettelugemiste kava. 1925.1. Lk. 8.

64 ettelugemiste kava. 1921. I. Lk. 5.

65 ettelugemiste kava. 1920. II - 1938.1.

66 Bibliographic dictionary of professors and teachers of the Imperial Yurievsky, former Dorpat University for one hundred years of its existence. Edited by G. V. Levitsky, Vol. 1. Yuryev, 1902, p. 106.

67 ettelugemiste kava. 1923.1. Lk. 9; 1928.1. Lk. 8.

68 AIE. F. 2100. Op. 2. D. 631. L. 166.

69 loengute ja praktiliste toode kava. 1935. II. Lk. 10.

70 Heebrea Keele grammatika. Tartu, 1937.

71 AIE. F. 2100. Op. 2. D. 621. L. 179.

72 ORR TU. F. 93. D. 78. L. 3, 6.

73 Uus-Eesti 04.04.1936, Postimees 09.05.1936, 28.10.1936.

Katri Lindroos. 74 Judaistika oppetool Tartu Ulikoolis 1930. Aastatel // Akadeemia 1994. Nr. 10. Lk. 2136 - 2149.

75 AIE. F. 2100. Op. 2. D. 164. L. 54.

76 AIE. F. 2100. Op. 2. D. 164. L. 56.

77 ettelugemiste kava. 1934. II. Lk. 14.

78 ettelugemiste kava. 1935 - 1939.

79 ORR TU. F. 55 Op. 2. D. 415, 417.

80 AIE. F. 2100. Op. 2. D. 164. L. 101.

81 Jewish religious and literary works, its most important parts Mishnah and Gemara.

82 Kabbalism (translated as tradition) - Jewish mysticism, its main work is the Zohar, a mystical commentary on the books of Moses. The goal is to understand the allegory in the Holy Scriptures.

83 Hasidism is a Jewish religious and mystical movement that originated in the 18th century in Poland. Its founder was Israel ben Eliezer (1699-1760). It is based on Kabbalah.

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84 In 1942-1944, it was called the Tartu University of Estonian Self-Government. - Tartu ajalugu. III. Lk. 160, 174.

85 Archive of TU. Op. 5. d. 44. L. 2.

86 Archive of TU. Op. 5. d. 58. L. 9-10.

J. Konks. 87 Uus-aeg. Tartu, 1936; J. Konks. Vana-ja keskaeg. Tartu, 1939.

88 Archive of TU. Op. 11-K. D. 2054. L. 53, 119.

89 Archive of TU. Op. 11-K. D. 2054. L. 86.

J. Konks, O. Klaassen. 90 Aasia ja Aafrika maade ajalugu. Uusim aeg. I-II. Tartu, 1968 - 1969; J. Konks. Aasia ja Aaafrika maade keskaeg. I- III. Tartu, 1976 - 1977; J. Konks. Aasia ja Aafrika maade uusaeg. I-III. Tartu, 1975 - 1978.

J. Konks. 91 Jaapani keskajal. Tartu, 1975; J. Konks. Tartu, 1987.

92 ORR TU. F. 96. 1995: 40.

93 ORR TU. F. 96. 1987: 41.

94 Archive of TU. Op. 29. d. 11. L. 8, 30, 48.

95 Archive of TU. Op. 29. d. 11. L. 6, 8.

H. Palamets. 96 Vanaaja kultuurist ja olustikust. Tallinn, 1976. 1976; H. Palamets. Butsantsi ja Araabia kalifaadi kultuurist ja olustikust. Tallinn, 1991.

97 Archive of TU. Op. 29. d. 15. L. 38, 90-91.

98 Archive of TU. Op. 29. d. 11. l. 72; D. 26. l. 2 vol., 24.

99 Archive of TU. Op. 29. d. 11. L. 71; D. 26. L. 37.

100 ORR TU. F. 71.

101 Archive of TU. Op. 11-k. D. 2557. l. 5.

102 Archive of TU. Op. 11-k. D. 2557. L. 14-15.

103 Archive of TU. Op. 11-k. D. 2557. l. 18, 35.

T. Kulmar, 104 Pent Nurmekund 75. humanitaarias//Keel ja Kirjandus. 1981, nr. 12. Lk. 757.

105 Archive of TU. Op. 11-k. D. 2557. L. 54, 130, 174, 183, 201.

106 Archive of TU. Op. 11-k. D. 2557. L. 130.

107 06.09.1967; 20.06.1969; 03.07.1970; 25.06.1971.

108 All-Union Conference on Ethiopian Studies. Moscow, 1979.

Martin Hallik. 109 Poliitilise probleeme Kagu-Aasias 1945 - 1976 (Iseseisvumisest ASEAN-ini -peamiselt Indoneesia . Tartu, 1999.

O. Klaassen. 110 Aasia ja Aafrika 16 - 19, sajandil ning kontaktid Eestiga. Tartu, 1994; O. Klaassen. Aasia ja Aafrika 1900 - 1918 ning kontaktid Eestiga, Tartu, 1992; O. Klaassen. Aasia ja Aafrika 1918 - 1945 ning kontaktid Eestiga. I-III. Tartu, 1990.

111 O. Klaassen. Loenguid Eesti afroasiaatika kujumisloost. Tartu, 1988.

112 Pengarang Estonia di Surabaya. Antara Spektrum, 18.03.1980; Terbit, 20.03.1980; Mimbar Umum, 28.03.1980; Jawa Pos, 01.04.1980; Birawa, 16.05.1980; Estonian writer Andre Saal in Surabaya, Indonesia (1898-1902) / / Countries and peoples of the East. XXIV. Moscow, 1982, pp. 95-109; Andres Saal Hollandis 1916 - 1918 // Kleio. 1995.Nr. 4. Lk. 22 - 28.

O. Klaassen. 113 Huvasti Indulinde. Tartu, 1996.

114 Archive of TU. Op. 29. d. 129. L. 15.

115 Archive of TU. Op. 29. d. 1306 b. l. 7.

O. M. Klaassen. 116 Nigeeria ajalugu. Tartu, 1975; Etiopistika keskus Eestis / / Qeste demmena (Vikerkaar), 1984. N 8/9; Eesti tehnik Etioopias / / Ibid., 1985. N 9 (in Amharic).

117 Archive of TU. Op. 29. d. 98. L. 28; D. 117. L. 9.

O. M. Klaassen. 118 Eesti Vabariigi konsulaarpoliitika Aasias ja Aafrikas 1918 - 1940. Diss. Tartu, 1992.

119 TU archive. N 29. S. 163. L. 1.

M. Hallik. 120 Palestiina ja Eesti suhted 20, sajandil. Arengud ja probleemid. Diss. Tartu, 1997; A. Niglas. lisraeli riigi loomine ja kaitsmine 1896 - 1949. Ideest realiseerumiseni. Diss. Tartu, 1999.

121 Pinged -Idas 20, sajandil.

K. Hiiemaa. 122 Eesti Vabarik ja Egiptus 1918 - 1940: huvid, kontaktid, probleemid. Tartu, 1998. Aafrika imidzitest eestlastel kuni 1940, aastani: eestlane i imidzite, stereotuiipide ja miitide

K. Hiiemaa, O. M. Klaassen. 124 Uhest unustatud eestlasest Kullarannikul 19, sajandil // Kleio. 1989, N 2. Lk. 42 - 43.

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M. Siiroja. Palestiina araablaste rahvuslik vabadusvotlus Inglisma vastu kahe maailmasqja vahelisel perioodil. Tartii, 1981.

126 Archive of TU. Op. 29. D. 98. D. 80. L. 71.

127 Archive of TU. Op. 29. d. 72. L. 66.

128 Linnart India sotsiaal-majanduslik areng ja aastatel 1919 - 1939. Tartu, 1962.

129 Adtasahasnka Pradtnjaparamita. Ajaloo allikana. Moskva, 1984;

Dhammapada. Tallinn, 1977; Daodjing. Kulgemise vae raamat. Tallinn, 1979; Konfutsius. Vesteid ja vestlusi. Tallinn, 1988.

T. Kulmar, L. Matt. 131 Pent Nurmekund 75. humanitaarias // Keel ja Kirjandus 1981. N 12. Lk. 757.

132 M. Kark. Sise-Aasia Ikassikalise kunsti pohivormid. Tartu, 1977.

133 Budistiku kirjanduse interpretatsiooni voimalustest. Tartu, 1985.

134 M. Laanements. Lunyu kui ajaloollikas. Diss. Tartu, 1999.

135 "Avatamsakasutra as a historical source".

136 Tartu 1998. aasta teadusteemad. Tartu, 1999. Lk. 63.

137 Tartu 1998. aasta aruanne. Tartu, 1999. Lk. 25.

H. 138 Keeleklass Jaapanit Eestile // Postimees. 06.09.1999.

139 Tartu loengud ja praktilised 1997/1998.

T. Kulmar. 140 hiilgeaeg 1971 - 1983 // XXX. Tartu, 1998. Lk. 106 - 114.

141 ORR TU. F. 71.

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