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Education and Modernization in Montenegro, 1831-1918

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Education and Modernization in Montenegro, 1831-1918 Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1976 Education and Modernization in Montenegro, 1831-1918 Helen A. Pavichevich Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Pavichevich, Helen A., "Education and Modernization in Montenegro, 1831-1918" (1976). Dissertations. 1561. https://ecommons.luc.edu/luc_diss/1561 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1976 Helen A. Pavichevich EDUCATION AND MODERNIZATION IN MONTENEGRO, 1831 - 1918 by Helen A. Pavichevich A Dissertation Submitted to the Faculty of the Graduate School of Loyola University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy June 1976 ACKNOWLEDGMENTS The author of this dissertation gratefully acknowledges the generous help and encouragement of Dr. Gerald Gutek, Dr. Rosemary Donatelli, and Father Walter Krolikowski, who supervised the writing of this dissertation. Their courses at Loyola University have been inspiring and gave this author the tools with which to investigate a di ffi cult topi (;. Dr. Ge ~ld Gutek's concept of enculturation and his interest in modernization of underdeveloped countries gave this author confidence that the study of the enculturation and modernization in Montenegro would contribute to the literature of education. The author is grateful to Dr. U. L. Seffer, Vukale J. Vukotich, and Peter L. Pavichevich who were generous with their private libraries, their advice, and who spent many hours telling the author their personal recollections of Montenegro. Dr. Djuro Radojevich helped clarify some political issues and was a resource person for verifying the accuracy of some questionable dates. Bozo Radovich contributed to the author's background information by relating his experiences as a student at the Montenegrin Seminary-Teacher's School and his experiences as a teacher in Montenegro. ii VITA The author, Helen A. Pavichevich, is the daughter of Christ Antof and Violet (Kovacevich) Antof. She was born June 3, 1931, in Akron, Ohio. Her elementary education was obtained in the public schools of Akron, Ohio, and secondary education at South High School, Akron, Ohio, where she graduated in 1949. In September, 1949, she entered the Akron University, and in June, 1954, received the degree of Bachelor of Science with a major in elementary education. In September, 1963, she entered the De Paul University, Chicago, Illinois, and in June, 1965, was awarded the Master of Education with a major in administration and supervision. iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS . ii LI FE . • . • . i ii LIST OF TABLES . • . • . vii LIST OF ILLUSTRATIONS viii· Chapter I. INTRODUCTION • . • . • . l Yugoslavia, Population and Problems ........ 6 Montenegro . • . l 0 Literature About Montenegro................ 15 II. C. E. BLACK'S THEORY OF MODERNIZATION ......... 19 The Revolution of Modernization ............ 23 Modernization in Montenegro................ 26 Njegosh, Initiator of Modernization .......• 26 Nicholas I, Modernizing Ruler.............. 27 III. HISTORICAL SURVEY ............................. 34 Geography . • . 34 The Battle of Kossovo ...................... 37 Montenegrin Rulers . • . • 43 The Petrovich Rulers ....•.•................ 44 IV. ENCULTURATION . .. • . • . • . • . • . • . 46 Social Structure in Montenegro............. 49 TIJ e Gus 1e • . • . • • . • . • . • . • . • • . • • • . • • • • • • . • • • 55 The Church ....•......•.......•.......•..... 56 Moral Idea 1s . • • • . .. • • • . • . • . • • . 65 . Death ......... ~- ............................ ". 72 The Montenegrin Woman . .. • .. .. .. 74 V. NJEGOSH, TRANSITIONAL MODERNIZING RULER....... 79 Njegosh, Early Life and Education .......... 79 Njegosh, Prince-Bishop..................... 92 Education, Literacy and Literature......... 114 iv TABLE OF CONTENTS Chapter Page VI. POLITICAL MODERNIZATION, 1851-1918 ... ......... 122 Conditions in Montenegro, 1851-1918 ........ 124 The Interim Rule .......•................... 128 The Crimean War............................ 130 The Battle of Grahovo, 1858 . 132 Internal Reform of Danilo II . • . 133 Elimination of Undesirable Customs ......... 135 Nicholas Petrovich I ....................... 138 Political Reforms of Nicholas I . .•. .. ... .. 140 Insurrection and War, 1875-1878 ............ 146 VII. ORGANIZED EDUCATION........................... 159 Intellectual Modernization................. 163 The School System, Legislation . 165 The Commissioner of Schools ................ 170 First Minister of Education in Montenegro, Jovan Pavlovich............................ 173 Superintendents ........ ....•............... 188 VIII. FOUNDATION, ORGANIZATION, AND STRUCTURE OF MONTENEGRIN SCHOOLS, 1860-1916 ................ 190 Economic Problems ......................... 192 Compulsory Education ...................... 196 Schooling for Girls ....................... 197 The Montenegrin Female Institute .......... 197 Technical Schools and General Courses ..... 202 Primary Schools ........................... 206 Primary School Statistics ................. 213 Teacher Education ......................... 216 The Teacher's School in Pee ............... 227 The Gymna s i um ............................. 228 Disc1p. • l.ine ................................ 237 Summary ................................... 237 IX. INFORMAL AGENCIES OF EDUCATION ................ 242 Publications . .. .. .. .. ... ... .. 244 Weekly Newspapers .......................... 247 Scientific and Technological Publications .. 249 Literary Newsp~pers ........................ 251 ·v TABLE OF CONTENTS Chapter Page X. CONCLUSION • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 255 The Montenegrin Setting.................... 263 vi .... LIST OF TABLES Table Page 1. First Teaching Plan for the Montenegrin Female Institute 1869-1870 ....................•..... 199 2. Primary School Statistics 1883-1915 ....... .... ... ... 217 3. The 1869-1870 Teaching Plan for the Seminary 221 4. 1908-1915 Teaching Plan for the Seminary-Teacher's School .. ... .. ... .... ... ...... .. 226 5. The 1880-1881 Teaching Plan for the Realgymnasium •.. 232 6. Pavlovich's 1885 Plan for the Gymnasium............. 233 ... vii LIST OF ILLUSTRATIONS Figure Page l. Balkan Status 1800-1913 .......................... 52 2. Central Europe - East Europe 1800-1916 ........... 53 q viii • CHAPTER I INTRODUCTION This dissertation is an historical analysis of the education, development and modernization of Montenegro from 1831-1918. The criteria for examining the transformation of this primitive, anarchic and clan-dominated state to a modern national state, with a centralized government, is derived from C. E. Black's, The Dynamics of Modernization. Black, whose theory of modernization is discussed in Chapter II of this study, defines modernization as: The process by which the historically evolved institutions reflect the unprecedented increase in man's knowledge, permitting control over his environment, that accompanied the scientific revolution.l Black's definition and criteria of modernization is used to examine the transformation that occurred in Montenegrin life and institutions from 1831-1918. Montenegro, now an underdeveloped area and one of the present six federated republics of Yugoslavia, was an independent principality ruled by Prince-Bishops from 1516 until 1851. 2 Located in barren mountains, surrounded by unfriendly world powers Montenegrins were 1 C. E. Black, The Dynamics of Modernization (New York: Harper Torchbooks, 1967}, p. 7. 2 ' Prince-Bishop: The title derives from the combining of secular with religious authority after 1516 when Bishop Babylas succeeded the last secular ruler. The office was elective until becoming dynastic with the Petrovich Njegosh brotherhood. Prince Danilo II (1851-1859) reverted to secular rule, followed by Prince Nicholas I, who became King Nicholas I, the last Petrovich dynast. l 2 rugged, independent and fierce. Their primary occupation was war from 1389-1918. Montenegro was the only Balkan state not occupied or con­ quered by the Ottoman Turk. The people chose to defend "Holy Cross and Freedom Golden," and successfully did so for five centuries. Montenegro's population was Serbian, descended from the Slav migrations of the sixth and seventh centuries. In 1389, Montenegro became the haven for Serbians who fled from Turkish conquered provinces, choosing to go to the inhospitable mountain fortress to continue resis- tance rather than become vassals of the Ottoman Empire. The geography and the political machinations of the great powers of Europe and Asia combined to isolate the Serbians of Montenegro from cultural and intellectual contact with the outside world. Much of the progress achieved during the Renaissance in which Serbians had actively participated was eradicated. Serbs in Montenegro remained illiterate, superstitious and tenaciously held to a way of life which enabled them physically to survive as free men. Changes in the European power structure and the decline of the Ottoman Empire coincided with the coming to rule of Prince-Bishop Petar II, or
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