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Summary Sažetak
Vaso Pelagic was born in Gornji Zabar, Bosnia and Herze- U Gornjem Žabaru u Bosni i Hercegovini 1838. godine
govina, in 1838, and died on January 25, 1899 in Pozarevac, rođen je Vaso Pelagić, a umro je 25. januara 1899. godine
PREGLEDNI ČLANAK
Serbia. He was not a pedagogue with academic knowledge, u Požarevcu u Srbiji. On nije bio pedagog sa akademskim
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but a priest of Orthodox Christian Church. But, his influence zvanjem, već svje{tenik Pravoslavne Hri{ćanske Crkve, ali je
on the development of PE and sports in Bosnia and Herze- njegov uticaj na razvoj fizičkog vaspitanja u {kolama i
govina was of great significance. Because of his theoretical sporta u Bosni i Hercegovini bio od velike važnosti. Zbog
and practical work, most of all in the school PE, we can njegovog teorijskog i praktičnog rada, prije svega u {kolskom
classify him as one of the most important personalities from fizičkom vaspitanju, možemo ga svrstati među najznačajnije
Bosnia and Herzegovina from that particular period, and ličnosti, sa prostora Bosne i Hercegovine, iz oblasti fizičke
within the area of physical culture. He also gave a great kulture, a u vremenu u kome je živio. On je takođe dao
significance to the development of theory of: physical exer- značajan doprinos razvoju teorije: tjelesnog vježbanja, fizičkog
cise, school PE, game and other sport activities. He was a vaspitanja u {kolama, igre i drugih sportskih aktivnosti. Bio
first theoretician and a pioneer of modern theory of physical je prvi teoretičar i preteča savremene teorije fizičke kulture
culture on the area where he worked and lived. na prostorima gdje je živio i stvarao.
Books, papers, letters and other Pelagic’s documents were Pregledane su i kritički proanalizirane knjige, radovi, pis-
reviewed and critically analyzed, as also books and sources mena, prepiske i druga dokumenta od Pelagića, kao i knjige,
from other authors who wrote about his life and work. Based radovi i ostali izvori od drugih autora koji su pisali o njego-
on that, conclusions about certain phenomena from the area vom životu i radu i na osnovu toga su doneseni zaključci o
of theory of physical culture were made. Our goal is to re- određenim pojavama iz oblasti teorije fizičke kulture. Cilj
search and highlight his role in creating and developing the nam je da istražimo i rasvjetlimo njegovu ulogu u stvaranju
theory of physical culture in the territory of Bosnia and i razvoju teorije fizičke kulture na prostorima Bosne i Her-
Herzegovina. cegovine.
Key words: gymnastics, theory, physical exercise, game. Ključne riječi: gimnastika, teorija, tjelesno vježbanje, igra.
Introduction Uvod
Vaso Pelagic was born in Gornji Zabar, Bosnia and Herze- U Gornjem Žabaru u Bosni i Hercegovini 1838. godine
govina, in 1838. He spent his childhood in his birthplace, rodio se Vaso Pelagić. Djetinjstvo je proveo u svom rodnom
where he also went to primary school. In 1851 he went to mjestu, gdje je pohađao i zavr{io osnovnu {kolu. U Beograd
Belgrade, where he continued his schooling up to 1860. odlazi 1851. godine gdje je nastavio dalje {kolovanje do
First he enrolled in High school and after two years he went 1860. Prvo se upisao u Gimnaziju i poslije zavr{etka dva
to Theological school, which he successfully completed. razreda pre{ao je u Bogoslovsku {kolu, koju je uspje{no
After graduation he returned to his homeland and in 1860 zavr{io. Po zavr{etku {kolovanja vratio se u zavičaj i u Brčkom
he started working as a teacher in a primary school in Brcko. 1860. godine počinje da radi kao učitelj u osnovnoj {koli.
”The establishment of school buildings, library, school boards „Osnivanje {kolskog fonda, čitaonice, odbora {kolskog i
and girls’ school in Brcko goes to the glory of Pelagic, in ženske {kole u Brčkom pripada u slavu truda Pelagićeva, na
which he himself contributed with some part of his low {to je i sam prilagao od svoje male plate“ (Pelagić, 1910a,
wage” (Pelagic, 1910, p. 46). Because of its national work str. 46). Zbog svog nacionalnog rada do{ao je u sukob sa
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he was not in a mercy of Ottoman rule and had to leave turskom vla{ću i morao je da napusti Brčko početkom 1863.
Brcko in the beginning of 1863. In the first half of the year godine. U prvoj polovini tekuće godine odlazi u Moskvu,
he went to Moscow, where he took University lectures at gdje je na Univerzitetu slu{ao predavanja iz: ruske književnosti,
Russian literature, history, medicine and political economy. istorije, medicine i političke ekonomije.
After two years in Moscow, at the end of 1865, he went Poslije dvije godine boravka u Moskvi, krajem 1865. godine,
back to Serbia, to Belgrade. Next year he goes to Bosnia and vratio se u Srbiju, u Beograd. U Bosnu i Hercegovinu odlazi
Herzegovina and starts a Theological school in Banja Luka naredne godine i u Banja Luci osniva Bogoslovsku {kolu,
koja je počela sa radom septembra 1866. godine. Pelagić je
in 1866. He was the first director and teacher of that school.
bio prvi upravitelj i nastavnik te {kole. Radeći u Banja Luci
By working in Banja Luka he gained a lot of people who
stekao je veliki broj po{tovalaca, kako među Srbima, tako i
respected his work, both Serbs and Turks. He was: među Turcima. Bio je:
„Š...¹ respected by the people of all Krajina, as also from „Š...¹ po{tovan kako od naroda cijele Krajine, tako i od
the Turkish authority. Turkish officers stud up when they same vlasti turske. Turski činovnici su ispred njega na
met him. When Vasa passed through the borough the noge ustajali. Kad Vasa prođe kroz varo{ turske zaptije
Turkish policemen through away their cigarettes and (panduri) bacale su cigarete i spremali se, da mu odadu
prepared to salute him, with great respect. Š...¹ His sole počast, da ga pozdrave i učine ‘temena’. Š...¹ Njegova
appearance was able to give him the respect he was sama pojava kadra je bila, da mu pribavi ono po{tovanje
worthy of.” (Kovacevic, 1909, pp. 173–174) koje je imao“ (Kovačević, 1909, str. 173–174).
At the beginning of 1869 there was one night when two Početkom 1869. godine, jedne noći do{lo je do sukoba dva
students of Theological school went into a fight with Turkish đaka Bogoslovije i turske straže, zbog toga {to đaci nisu
soldiers because they didn’t carry a light, as it was ordered imali fenjer, kako je bilo propisano. To se desilo ispod pro-
by the government. That happened right below the window zora gdje je stanovao Pelagić. On je iza{ao iz kuće i za{titio
of Pelagic. He came out of his house and protected his svoje đake i u ljutnji, između ostalog, rekao: „Da je Vrbas
students, and, among other things, said: “If Vrbas was ink mastilo (tinta) a {iblje po Starčevici (Starčevica brdo obraslo
and all the trees in Starcevica (Starcevica is a hill with forest sa {umom vi{e Banja Luka) pera, ne bi mogao va{e nepravde
above Banja Luka) pen, they still couldn’t write down all napisati“ (Ibid, str. 174). Posle tog događaja do{ao je u sukob
inequity of yours.” (Ibid, p. 174) After that he came into sa turskom vla{ću i tada počinju suđenja, osude i progon-
conflict with Turkish authority and that is when all the trial, stva sa njihove strane. Februara 1869. godine sproveden je
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conviction and exile start. In February of 1869 he was taken u Sarajevo u internaciju, gdje je zadržan oko osam mjeseci.
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Methhods Metode
During writing we used: a comparative-historical, compar- Prilikom pisanja kori{ćene su: komparativno-istorijska,
ative-logic, inductive and deductive methods. We made komparativno-logička, induktivna i deduktivna metoda.
theoretical analysis of papers, books, documents, correspon- Izvr{ena je teoretska analiza radova, knjiga, pismena,
dence, autobiographies, biographies and other sources of prepiski, autobiografije, biografije i drugih izvora od Pelagića,
Pelagic, as well as papers, books and other sources of authors kao i radova, knjiga i drugih izvora od autora, koji su pisali
who have written about his life, work and legacy. o njegovom životu, radu i stvarala{tvu.
Most of his turbulent life Pelagic dedicated to education, Najveći dio svog burnog života Pelagić je posvetio vaspi-
upbringing and health promotion of youth and its people. tanju, prosvećivanju i unapređenju zdravlja omladine i
He was not a teacher with academic titles, but a priest of naroda svog. On nije bio pedagog sa akademskim zvanjem,
Serbian Orthodox Church, and his influence on the develop- već je bio sve{tenik Srpske Pravoslavne Crkve, ali je njegov
ment of Physical Education (PE) and sports in schools in uticaj na razvoj fizičkog vaspitanja i sporta u {kolama u
Bosnia and Herzegovina was huge and very important for
Bosni i Hercegovini bio ogroman i od velike važnosti za
their future development. In 1866 he was the first to intro-
duce physical exercise (gymnastics) as a compulsory and njihov dalji razvoj. On je 1866. godine među prvima uveo
equal subject in Theological School in Banja Luka. tjelesno vježbanje (gimnastiku) kao obavezan i ravnopravan
He was the initiator and the precursor of modern theories predmet u Bogoslovskoj {koli u Banjoj Luci.
of Physical Culture and contributed significantly to its further Bio je inicijator i preteča savremene teorije fizičke kulture i
development. At the same time he was the most important dao je veliki doprinos njenom daljem razvoju. U isto vrijeme
figure in that area in Bosnia and Herzegovina, and within je bio i najznačajnija ličnost u toj oblasti u Bosni i Hercego-
the time he lived, worked and created in. vini, a u vremenu u kome je živio, radio i stvarao.
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language, was “Š...¹ dvizanje or different motion and move- dvižanje ili raznovidno gibanje i kretanje pojedinih udova i
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ment of individual limbs and the body as a whole” (Pelagic, cijelog tijela“ (Pelagić, 1953, str. 29). Smatrao je da je ona
1953, p. 29). He believed that it is extremely important for izuzetno značajna za cjelokupni čovjekov život i da ona:
the entire life of a man, and that it “Š...¹ develops the whole „Š...¹ razvija cio sastav čovječijeg tijela i čini čovjeka većim,
composition of the human body and makes a person more stasitijim, uglednijim, junačnijim, jačim i vrlo zdravim i to
shapely, prominent, heroic, very strong and healthy and that tako da svaki onaj koji je maloljetan gimnastiku upražnjavao
everyone who practiced and taught gymnastics as an under-
i učio rijetko kad bolestan biva“ (Ibid).
age, rarely gets sick”(Ibid).
As health, in his opinion, is one of the main conditions so a Kako je zdravlje, po njegovom mi{ljenju, jedan od glavnih
man could achieve his life goals, “Š...¹ it is necessary to train uslova da bi čovjek mogao ostvariti svoj cilj, „Š...¹ to je
gymnastics and to constantly practice it in certain classes, as veoma potrebno da se gimnastici obučimo i u njoj nepres-
also every day for at least two hours” (Ibid, p. 49; Pelagic, tano u određene časove upražnjavamo, kao i svakog dana
1871, p. 44). makar dva sata da se tijelom pokrećemo“ (Ibid, str. 49;
He equated his love for science with his love for gymnastics, Pelagić, 1871, str. 44)
as confirmed by his words: “As much as you, my brothers, Ljubav prema nauci izjednačavao je sa ljubavlju prema
care for science, with same passion you should care for gimnastici, o čemu svjedoče njegove riječi: „Koliko vam je
gymnastic exercise as well, because there is no use of science braćo, draga nauka, toliko neka vam i gimnastičko vedžbanje
within poor and sick body.” (Pelagic, 1871, p. 75; cited by milo bude, jer bezplodna je nauka u bolesnom slabom
Todorovic & Bogojevic, 1968, p. 89). tijelu“ (Pelagić, 1871, str. 75; citirano kod Todorović i
Any physical exercise, according to him, will only bring “Š...¹ Bogojević, 1968, str. 89).
the real benefits if it is properly studied and done in moder- Svako tjelesno vježbanje, prema njegovom mi{ljenju, biće
ate and gradual way” (Pelagićev narodni učitelj, 1974, p.
samo „Š...¹ onda od prave koristi ako se pravilno izuči, ume-
106).
He divided gymnastics to National-working and Artificial. reno i postepeno vr{i“ (Pelagić, 1974, str. 106).
The first of these two included working in meadows, fields, On je gimnastiku podjelio na Privrednu narodnu i Vje{tačku.
working in orchards, gardens, woods and water. That par- Pod prvom je podrazumjevao rad na livadi, njivi, rad u
ticular gymnastic every man must “Š...¹ practice in the inter- voćnjaku, ba{ti, {umi i na vodi. Tu gimnastiku svaki čovjek
est of his own survival” (Ibid), because it has a positive effect mora „Š...¹ vr{iti u interesu svog opstanka“ (Ibid), jer ona
on the development of man’s spiritual and physical forces, pozitivno djeluje na razvijanje svih duhovnih i tjelesnih
it is “Š...¹ the creator of strong muscles and strong body guard čovjekovih sila, ona je „Š...¹ tvorac snažnih mi{ića i jak čuvar
and mental health and moral” (Ibid). He believed that it is telesnog i umnog zdravlja i morala“ (Ibid). Smatrao je da je
better and healthier than gymnastics which is done indoors. ona bolja i zdravija od gimnastike koja se vr{i u zatvorenim
Throughout this kind of exercise, which he recommended prostorijama. Putem nje, koju je preporučivao i učenicima,
to all students, he merged together intellectual, physical and on je povezivao intelektualno, tjelesno i radno vaspitanje.
work education. Smatrao je da pored privredne treba vježbati i Vje{tačku
He believed that in addition to the Working one, people gimnastiku, koju svaki čovjek mora dobro naučiti i sva-
should also practice Artificial gymnastic, which every man
kodnevno upražnjavati, jer se i putem nje „Š...¹ svestrano
has to know and use every day, because through it “Š...¹ the
muscles are fully developed and the whole body strengthens” mi{ići razvijaju i telo snaži“ (Ibid). Pod tom gimnastikom on
(Ibid). By this gymnastics he implied: physical exercise in je podrazumjevao: tjelesno vježbanje u {kolama, narodne i
schools, public and other games, all other physical activities druge igre, sve ostale tjelesne i sportske aktivnosti. Ta gim-
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and sports. That gymnastics, which is primarily designed for nastika, koja je prije svega namjenjena zdravlju i veselju, će
health and happiness, will accomplish its functions through: ostvariti svoje funkcije putem: trčanja, skakanja, bacanja
running, jumping, throwing stones from shoulders, playing kamena s ramena, igranja raznih igara, {etanja u prirodi,
a variety of games, walking in nature, bowling, wrestling, kuglanja, rvanja, klizanja, plivanja, vožnje čamaca i putem
skating, swimming, boating and other physical activities. drugih tjelesnih aktivnosti.
He suggested to all villages and towns to organize assemblies Predlagao je da se po selima i varo{ima svake nedelje i u
and entertainment gatherings on each Sunday and holidays, praznične dane održavaju zborovi i zabavni sastanci, na
where among other things, people would dance, sing and kojima bi se, pored ostalog, igralo, pjevalo i upražljavala
practice artificial gymnastics, with the aim of improving health vje{tačka gimnastika, a sve u cilju unapređenju zdravlja, i
and development of consciousness, joy and fraternal reci- razvijanja svjesti, radosti i bratske uzajamnosti. Dao je i
procity. He gave advice on how and what to do: uputstva, {ta i kako treba raditi:
“Š...¹ first do the exercise in singing, dancing and music. „Š...¹ neka bude prvo vežbanje u pevanju, igranju i
muzici. Š...¹ igranje neka traje do malog umora, a zatim
Š...¹ play until getting a little tired, and then immedi-
odmah neka se pristupi pevanju, a posle pevanja
ately go to singing, and after that talk and do some jokes.
razgovor i {ala. Zatim iznova igranje, pevanje i razgo-
Then again dancing, singing and talking. It would not vor. Ne bi zgoreg bilo uobičajiti da se na tim sastancima
hurt to become usual in these meetings to use artificial i ve{tačka gimnastika upražnjava, jer pomoću igranja i
gymnastics, because dancing and singing does not engage pevanja ne pokreću se pravilno svi delovi tela, a ovo
properly all parts of the body, and this should be done treba da bude radi boljeg zdravlja“ (Pelagić, 1974, str.
because of better health” (Pelagić, 1974, p. 116). 116).
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they were tall, respectable, cheerful, healthy and courageous” svečanostima, dotle je bio stasit, ugledan, vedar, zdrav i
(Ibid, p. 108). odvažan“ (Ibid, str. 108).
About education, spiritual and body unity O vaspitanju, duhovnom i tjelesnom jedinstvu
Education and learning, in his opinion, must be aligned with Vaspitanje i učenje, po njegovom mi{ljenju, mora biti
the nature of the one being educated (student), with his usklađeno sa prirodom vaspitanika (učenika), sa njegovim
spiritual and physical abilities. Education in schools should duhovnim i tjelesnim sposobnostima. Nastava u {kolama
be “Š...¹ a nice, popular, conversational, fun, interesting, and treba da bude „Š...¹ prijatna, omiljena, razgovorna, zabavna,
proper for child’s spirit, feeling, age and understanding” posve zanimljiva i udesna prema dečijem duhu, osećanju,
(Pelagićev narodni učitelj, 1974, p. 143) and teachers need
uzrastu i razumevanju“, (Pelagić, 1974, str. 143) a nas-
to learn their students using easy and applicable methods,
“Š...¹ at the beginning and later on, in the greatest science: tavnici (učitelji) svoje učenike treba da uče primenjivim i
in playing, taking a walk, in entertainment, in various op- lakim metodama, „Š...¹ kako početne, tako i najveće nauke:
erations of various works, resting, while singing, bathing and u igri, u {etnji, u zabavi, pri raznom poslovanju raznih ra-
swimming, with artificial gymnastics” (Pelagic, 1953, p. 247). dova, pri odmaranju, pri pjevanju, pri kupanju i plivanju,
He felt that both, spiritual and physical strength of man pri ve{tačkom gimnasticiranju“ (Pelagić, 1953, str. 247).
should be equally developed because, as he said, “Š...¹ one Smatrao je da treba podjednako razvijati, i duhovne, i tjele-
without the other is not worth, as food is not worth without sne snage čovjeka, jer kako je on govorio, „Š...¹ jedno bez
the salt and water, and the water and salt without the food” drugoga ne vrijedi, kao {to ne vrijedi hrana bez vode i soli,
(Ibid, p. 79). If the society equally and parallel develops i voda i so bez hrane“ (Ibid, str. 79). Ako se u dru{tvu bude
spiritual with body strength, as also body with spiritual strength podjednako i uporedo razvijala duhovna sa tjelesnom, i
together with “Š...¹ a pure scientific morality of mankind” tjelesna sa duhovnom snagom, zajedno „Š...¹ sa čistim naučnim,
(Ibid) then, “Š...¹ with this kind of development of human
čovječanskim moralom“, (Ibid) onda, „Š...¹ pri takvom razviću
sacred and science the mankind will enter the stage of
complete happiness” (Ibid). tih čovjekovih svetinja i nauka i ljudstvo stupiće u stadijum
Thinking about the given problem he said that for a man to potpunosti i sreće“ (Ibid).
be able to successfully mentally and spiritually develop and Razm{ljajući o navedenom problemu govorio je, da bi se
improve, he needs to, above all, be healthy and fully čovjek mogao uspje{no umno i duhovno razvijati i usavr{avati
physically developed. Therefore, it is believed that in the trebao bi, prije svega, biti zdrav i potpuno tjelesno razvijen.
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early days of one’s life more care needs to be focused on S toga je smatrao da se u mladim danima čovjekovog života
physical than on spiritual development, because “Š...¹ a man treba vi{e starati o tjelesnom razvoju no o duhovnom, jer
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can mentally develop up to 40 years of his life, but only if „Š...¹ čovjek se može umno razvijati čak i do 40 godine
the body is fully developed and healthy” (Ibid, p. 80). If the svoga života, samo ako je tjelesno potpuno razvijen i zdrav“
physical development and physical strength are not thor- (Ibid, str. 80). Ako se tjelesni razvoj i tjelesna snaga temelji-
oughly developed until 16 to 20 years of age, then that to ne razviju do 16 ili do 20 godine života, onda je takvo
person is “Š...¹ half lost until the end of his life; that person,
lice „Š...¹ do same smrti svoje upola izgubljeno; ono će i
even beside the best possible lifestyle, will more or less be
a physical cripple “(Ibid) and will not be able to “Š...¹ fully pored najurednijeg života vi{e-manje tjelesni bogalj biti“,
perform its duties towards themselves, their society and (Ibid) i neće biti u stanju „Š...¹ svestrano vr{iti svoje dužnosti
mankind” (Ibid). prema sebi, svome dru{tvu i čovečanstvu“ (Ibid)
Teachers, doctors and others who care about the develop- Učitelji, nastavnici, ljekari i ostali koji brinu o razvoju djece
ment of children and youth should accept that truth as a law i omladine tu istinu bi trebali prihvatiti kao zakon koga će
which they would carefully implement everywhere “Š...¹ svuda pažljivo izvr{avati, „Š...¹ na sreću i napredak sviju
because of the happiness and prosperity of all members of dru{tvenih članova, na pravo blagostanje bližnjih svojih“
society, and for the real wellbeing of their beloved ones” (Ibid). Ako se svaki čovjek tokom svog života bude pridržavao
(Ibid). If every man throughout his life adhere to this truth, navedene istine, „Š...¹ onda se ni nesreće, ni nepo{tenja, ni
“Š...¹ than no accident, dishonesty or disease can harm his bolesti do njegova tijela doticati ne mogu, a um njegov
body, and his mind will rise to such extent we are barely
uzvi{ivaće se do takvih granica do kojih je jedva u stanju i
able to think about today” (Ibid).
pomi{ljati na{ sada{nji mozak“ (Ibid).
He concludes that this is confirmed with the facts, from both
past and the present, that the cleverest people loved physi- Zaključuje da nam to potvrđuju činjenice, kako iz pro{losti,
cal activity, play, working in the apiary, orchard, walking in tako i iz sada{njosti, da su najumniji ljudi voljeli tjelesne
nature, and other activities. Science and scientists certainly aktivnosti, igru, rad u pčelinjaku, voćnjaku, {etnju po
assure us “Š...¹ that there can’t be extensive and rigorous prirodi i druge aktivnosti. Nauka i naučnici nas pouzdano
critical reasoning without regular physical activities” (Ibid). uvjeravaju, „Š...¹ da ne može biti op{irnog i strogo kritičnog
He also believed that “Š...¹ the largest cultural discoveries umovanja bez redovnog tjelesnog poslovanja“ (Ibid).
were found by accident, during playing, swimming, walking Takođe je smatrao da su, „Š...¹ se i najveći pronalasci kul-
and resting under the clear sky, in the open countryside” turni prona{li slučajno, pri igri, kupanju, {etnji i odmaranju
(Ibid, p. 258). It is possible that the idea of some inventions pod otkrivenim nebom, u otvorenoj prirodi“ (Ibid, str. 258).
happened during these activities, but it did not happen by Moguće je da su se ideje o nekim pronalascima upravo
accident because in this world nothing really happens by
rodile (javile) pri navedenim aktivnostima, no nije se to
accident.
To all people involved in scientific and other intellectual desilo slučajno, jer ni{ta se u svijetu slučajno ne de{ava.
work, as well as those who perform sedentary activities, he Ljudima koji se bave naučnim i drugim umnim radom, kao
recommended that after each hour of work they need to i onima {to sjedeći obavljaju poslove preporučivao je da
get up, take a walk and do some of the indoor gymnastics. posle svakog sata rada trebaju ustati, malo pro{etati i ura-
Every week, at least once, they have to walk around the diti ne{to od sobne gimnastike. Svake nedelje najmanje
area, and every month, at least for a few hours, they should jedanput, trebaju pro{etati u okolinu, a svakog mjeseca, bar
go walking in nature. po nekoliko sati, pje{ice ići po prirodi.
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“Š...¹ a major roll forward in a series of smaller ones that „Š...¹ krupan kolut u nizu kolutića koji sastavljaju nji-
form their health, shape and both energies. It is the soul hovo zdravlje, stasitost i obije energije. To je du{a
of children’s development and strengthening. It is at the dječijem razviću i očvr{ćavanju. To je u isto vrijeme i
same time and a special skill, which later has positive jedna osobita vje{tina, koja poslije blagodetno uplivi{e
influence on the body and mind of students and na tijelo i um učenika i koja ih nauči da se vje{to
teaches them to skilfully abstain from the fall to which uzdržavaju od padanja, na koja smo izloženi vrlo često
we are very often exposed to in our lives and current u sada{njem na{em životu i podneblju“ (Ibid, str. 120).
climate” (Ibid, p. 120).
Zbog navedenog značaja predlagao je da svaka op{tina, i u
Because of this importance he suggested that each munici- varo{ima, i u selima, napravi u blizini {kola klizali{ta, gdje
pality, and towns and villages, make an ice rink near the
bi učitelji i učiteljice tokom zimskih dana dovodili svoje
school, where teachers could take their students to ice-skate
učenike na klizanje.
during the winter months.
O gimnastici i zdravlju
About gymnastics and health
Smatrao je da gimnastika, pored ostalih faktora, ima veliki
He believed that gymnastics, among other factors, has a
uticaj na zdravlje, i da se srećnije osjeća „Š...¹ zdrav siromah
significant impact on health, and that is happier “Š...¹ healthy
u svoj svojoj golotinji, nego iznemogao i bolestan bogata{ u
beggar in all its penury, than an exhausted and sick rich man
svojoj palati, svili i kadifi“ (Pelagić, 1974, str. 134). Takođe
in his palace, silk and velvet” (Pelagić, 1974, p. 134). He
je smatrao da umjereno tjelesno vježbanje sprječava pojavu
also believed that moderate physical exercise helps prevent
certain diseases, because “Š...¹ doing different things every određenih bolesti, jer „Š...¹ zanimanje čas ovim, čas onim
moment, with also practicing gymnastics does, not allow poslom i upražnjavanje gimnastike ne dopu{ta mnogim
many diseases to assimilate into our body, even though it bolestima, odomaćiti se u telu na{em, i ako nas kakim
accidently does happen from time to time in some certain slučajem po koji put spopadne u ovome ili onome vidu“
form” (Ibid, p. 113). (Ibid, str. 113).
According to him, a certain physical exercises and activities, Prema njemu, neke određene tjelesne vježbe i aktivnosti,
properly conducted under the supervision of experts, have pravilno izvođenje pod nadzorom stručnjaka, pozitivno
a positive effect on the female body during pregnancy and djeluju na ženski organizam u vrijeme trudnoće i olak{avaju
make the childbirth easier, for what he was entirely right. porođaj, za {ta je u potpunosti bio u pravu. Preporučivao je
He recommended the use of lighter sport activities in the da se u prvoj polovini trudnoće mogu upražnjavati lak{e
first half of pregnancy, such as moderate swimming and sportske aktivnosti, kao {to su umjereno plivanje i laganije
moderate physical exercise. He did not recommend for tjelesne vježbe. Nije preporučivao da se trudnice bave in-
pregnant women to be involved in intense sports activities, tenzivnijim sportskim aktivnostima, kao {to su: trčanje,
such as running, jumping, riding, cycling, etc., because this skakanje, jahanje, vožnja bicikla i slično, jer to može imati
could have a negative influence on their fetus and health. negativan uticaj na plod i na zdravlje.
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About physical exercise and its importance O tjelesnom vježbanju i njegovom značaju
He believed that physical exercise is of great importance for Smatrao je da je tjelesno vježbanje od velike važnosti za
the development of both physical, as well as spiritual razvoj, kako tjelesnih, isto tako i duhovnih snaga čovjeka, a
power of a man, and above all children and youth. Therefore prije svega djece i omladine. Zbog toga on je predlagao da
he suggested that all those who are their friends should svi oni koji su im prijatelji treba da svuda i stalno uzvikuju
everywhere and constantly shout these words: sledeće riječi:
“Children, Students! Do the necessary work, but use „Deco, đaci! radite nužne poslove, ali svakom prilikom
every opportunity to play, run, jump, sing, whistle, swim
igrajte se, trčite, skačite, pevajte, zviždukajte, plivajte i
and do gymnastics: because it is a powerful creator of
your physical health, mental energy and mind sharpness. gimnastičite se: jer to je jaki tvorac va{eg telesnog
Whoever forbids that, consider him as unreasonable zdravlja, energije i umne bistroće. Ko vam to smeta,
creature or enemy, no matter who he is. School and smatrajte ga za nerazumnog stvora ili neprijatelja, pa
house that have no space for healthy exercise, is no ma ko taj bio. Koja škola i kuća nema prostora zato
more than a mere tomb“ (Pelagićev narodni učitelj, delo zdravstvenog kretanja, ona je puka grobnica“
1974, p. 110). (Pelagić, 1974, str. 110).
Those words, pronounced more than a hundred years ago, Te riječi, izgovorene prije vi{e od stotinu godina, i danas
should be addressed nowadays as well to all children around treba svakodnevno upućivati svoj djeci svijeta, kao i onima
the world, as well as to those who forbid those activities. koji im te aktivnosti zabranjuju.
PREGLEDNI ČLANAK
Grujić, V. (1952). Pogledi Vase Pelagića o fizičkom, onal teacher¹. Belgrade: Sloboda.
REVIEW PAPER
umnom, moralnom i estetskom vaspitanju ŠVaso Todorović, T., & Bogojević, B. (1968). Vasa Pelagić o zna-
Pelagic's views about physical, intellectual, moral and čaju gimnastike i fizičkog vaspitanja ŠVaso Pelagic’s
aesthetic education¹. Na{a {kola, 3(9-10), 450–460. thoughts about significance of gymnastics and physical
Kovacevic, K. (1909). Srpska banjalučka bogoslovija ŠSer- education¹. Zbornik za istoriju fizičke kulture Srbije,
bian Theological school in Banja Luka¹. Bosanska Vila, 4-5, 88–102.
24(11), 171–174.
Korespodencija/Correspondence to:
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