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The Influence of Historical Events and . Social The influence of historical events and social agents on the development of Serbian education Item Type text; Dissertation-Reproduction (electronic) Authors Sterdjevich, Boryanka Arandjelovich, 1928- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 04/10/2021 12:31:20 Link to Item http://hdl.handle.net/10150/565283 THE INFLUENCE OF HISTORICAL EVENTS AND . SOCIAL AGENTS ON THE DEVELOPMENT OF SERBIAN EDUCATION , by • Boryanka Arandjelovich Sterdjevich A Dissertation Submitted to the Faculty of the COLLEGE OF EDUCATION In Partial Fulfillment of the Requirements For the Degree of • DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 1-973 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE I hereby recommend that this dissertation prepared under my direction by Boryanka Arandjelovich Sterdjevich____________ entitled The Influence of Historical Events and Social_____ Agents on the Development of Serbian Education be accepted as fulfilling the dissertation requirement of the degree of Doctor of Philosophy Dissertation Director Date / After inspection of the final copy of the dissertation, the following members of the Final Examination Committee concur in its approval and recommend its acceptance:* JL3 73 This approval and acceptance is contingent on the candidate's adequate performance and defense of this dissertation at the final oral examination. The inclusion of this sheet bound into the library copy of the dissertation is evidence of satisfactory performance at the final examination. STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfill­ ment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quota­ tion from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his judgment the proposed use of the material is in the interests of scholarship. In all other in­ stances, however, permission must be obtained from the author. SIGNED; ^ ^ < 3 U 4 4 £ Q . ACKNOWLEDGMENTS First of all, I wish to thank my committee: Dr. Herbert B. Wilson, chairman, Dr. Bruce G. Beezer, Dr. Victor H. Kelley, Dr. Richard C. Krebs, and Dr. Paul M. Allen, for their suggestions and criticism in the preparation of this study. Dr. Wilson also acted as advisor for this project, and to him I owe a special debt of gratitude. His careful, criti­ cal analysis of my dissertation made sound revision possible and facilitated my task considerably.. Dr. Frederick Kellogg, Professor of History at The Uni­ versity of Arizona, who is a specialist on Balkan history, pro­ vided invaluable assistance with information and suggestions concerning data and authorities in the field of Balkan history. I am grateful to Mrs. Helen Gresham, Instructor in the Center for English as a Second Language at The University of Arizona, for her help with the translations from Serbo-Croatian. Her warm and friendly personality made our work together go. smoothly and well. Although she is not a speaker of Serbo- Croatian, her expert knowledge of English was invaluable in finding just the right word or the exact way of expressing an idea in English. iv Mrs. Rita Mikula deserves thanks for her skilled typing of the final draft of the study. She had to struggle with much illegible writing and many foreign terms, I ’m afraid. But to my family, who "suffered” through this with me, I owe the deepest debt of gratitude. To my husband, Ljiljan, and my two sons, Slobodan and Neboysha, my heartfelt apprecia­ tion, not only for their continued encouragement and support, but also for their cheerful acceptance of all the sacrifices involving our home life that were necessary while I worked on this study„ TABLE OF CONTENTS Page LIST OF TABLES .............. .......... viii LIST OF ILLUSTRATIONS . .'.......... ix ABSTRACT ................. ........ x INTRODUCTION . ............ ............ 1 Statement of the P r o b l e m .......... 3 Period I ............ ...... .......... 4 Period II ............ .......... 4 Period I I I .............. 5 Significance of the Problem . ..... 7 : Method of Analysis ................ 8 Primary Sources .......... .......... 10 Secondary Sources ............... 10 Assumptions, Limitations and Definitions ..... 11 Assumptions Underlying the Problem .......... 11 Limitations of the S t u d y .............. 12 Definitions of Terms ............. 13 Proposed Research Study .............. 17 Design of the Study ............ 17 FIRST PERIOD 1804-1914 ................ 19 The Historical Background Prior to the Nineteenth Century ........ 19 The Origin of the Serbian P e o p l e ............ 20 Religion of the Early Slavic Tribes and the First A l p h a b e t .................... 20 First Serbian State ........ 22 Beginning of Turkish. Domination ........ 23 The Turks ................... 25 Historical Events in the Independent State of S e r b i a .......... 29 The First Serbian Rebellion ............ 29 Dositej Obradovich and His Impact on Serbian Education .......................... 33 Second Serbian Rebellion and Prince Milos’ First Reign . .................. 37 v vi TABLE OF CONTENTS--Continued Page The Reform of the Language and Orthography.......... 39 The Most Important Historical Events in the Second Half of the Nineteenth Century 41 The Creation of the Parliamentary Democratic Monarchy . .................... 45 The Influence of Social Agents: Family, Church, Peer Groups, and School on the •Development of Education in Serbia Between 1804 and 1914 . 47 Family .................... 48 Church . 53 Peer Groups ........... ............ 56 School ............. ........ .60 Summary ...................... 77 3. SECOND PERIOD 1918-1941 .................. 79 Historical Background Most Pertinent to the Educational Development of This Period ..... 80 The Formative Years of the Kingdom of Serbs, Croats, and Slovenes ......... 80, The Creation of Yugoslavia .................. 89 The Influence of Family, Church, Peer Groups, and School on the Development of Serbian Education in the Interwar P e r i o d .......... 92 Family . 95 Church .................... 98 Peer, Groups .................. 100 School .......... 103 Summary ............... .......... 126 4. THIRD PERIOD 1945-1970 ................ 128 Significant Historical Events and Their Influence on Education in Post-World War II Period .................. 128 World War II and the Creation of Federal People's Republic of Yugoslavia.......... 128 Political and Economic Isolation 9 48—3_9 5 3 .................. 3- 3 7 A Decade of Transformation 1953- 1963 .................... 141 Vll TABLE OF CONTENTS--Continued Page The Constitution of 1963 and the New Conditions Up to 1970 .............. 149 The Role of the Family, Church, Peer Groups, and School in the Contemporary Educational Development in Serbia ............ 155 Family .......... 156 Church ..... ............................ 160 Peer Groups . .......... 163 School ............. ............ 167 Summary ......... ........ ........ 191 SUMMARY OF THE STUDY, RECOMMENDATIONS, AND CONCLUSION .................... 192 Summary ...................... 192 Recommendations........... 195 Conclusion .................... 197 APPENDIX A: SERBIA UNDER THE NEMANJIC DYNASTY .... 199 APPENDIX B: THE GROWTH OF SERBIA, 1 8 1 7 - 1 9 1 3 ... 200 APPENDIX C: YUGOSLAVIA BETWEEN THE W A R S ....... 201 APPENDIX D: YUGOSLAVIA ............... 202 LIST OF R E F E R E N C E S .......... 203 LIST OF TABLES Table Page 1. Curriculum for Real Gymnazia 1890 .......... 72 2. Curriculum for Classical Gymnazia 1890 ....... 73 3. Curriculum for the Six-Year Elementary School .... 74 ■ 4. Curriculum for the Realka 1890 ........... 75 5. Program of Studies for the Four-Year Primary . Schools ..................... 107 6. Program of Studies for the Four-Year Advanced Elementary Schools ............... 108 i 7. Curriculum of the Civic Schools With Its Three Options . ........ ............ 110 8. Curriculum for the Classical Gymnazia 1936 113 9. Curriculum for the Real Gymnazia 1936 .......... 114 10. Curriculum for the Realka 1936 115 11. Curriculum for Commercial Academies ............ 117 12. Curriculum of Architecture in Secondary Technical Schools . ................... 118 13. Basic Curriculum for the Elementary Schools ........ 175 14. Curriculum for the Elementary Schools in the Republic of Serbia ..... .................. 177 15. Curriculum for the Gymnazia Social Science- Linguistic Course of S t u d y .............. 182 16. Curriculum for the Gymnazia Natural Science- Mathematics Course of Study . ................ 183 17. The Influence of the Social Agents in Periods .... 194 viii LIST OF ILLUSTRATIONS Figure Page 1. The Educational System in the Kingdom of Yugoslavia .......... .. ................. 104 '2 . The Educational System in the Post-World War II Period ............ 170 3. The Educational System After the School Reform, 1958 171 4. Administrative Organization ....... ........ 187 • ix ABSTRACT
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