Education in Hungary

The International Institute of Teacher’s College, Columbia University The INTERNATIONAL INSTITUTE of Teachers College, Columbia University, was established in 19:23 to carry out the following objects: (1) to give special assistance and guidance to the increasing body of foreign students in Teachers College; (2) to conduct investigations into educational conditions, movements, and tendencies in foreign countries; (3) to make the re- sults of such investigations available to students of education in the United States and elsewhere in the hope that such pooling of information will help to, promote and advance the cause of education. The members of the staff of the INTERNATIONAL INSTITUTE, who at the same time are members of the University faculty, are: PAUL MONROE, Ph.D.. I.L.D., Director GEORGE S. COUNTS, Ph.D., Associate Director I. L. KANDEL, Ph.D., Associate THOMAS ALEXANDER, Ph.D., Associate LESTER M. WILSON, Ph.D., Associate MILTON C DEL MANZΟ, Ph.D., Associate RUTH E. MCMURRY, Ph.D., Associate EDUCATION IN HUNGARY BY JULIUS KORNÍS, PH.D. Member of Parliament; formerly Under-Secretary of State in the Hungarian Ministry of Public Instruction, Professor of Philosophy in the University of Budapest BUREAU OF PUBLICATIONS Teachers College, Columbia University NEW YORK CITY 1932 Copyright, 1932, by TEACHERS COLLEGE, COLUMBIA UNIVERSITY Printed in the United States of America by }. J. LITTLE AND IVKS COMPANY, NEW YORK PREFACE The International Institute is pleased to make available for the first time in English a full account of the history and present system of Hungarian education from the vivid and scholarly pen of Professor Kornis. Long connected with the administration of Hungarian education, Professor Kornis is now the recog- nized historian of Hungarian educational affairs. This history is of significance to Western students for a vari- ety of reasons. Few have been familiar with the development of Hungarian education, and, consequently, few have been con- scious that this evolution possesses all the richness of the history of education of Western European peoples. In some respects it parallels the development of education of more Western countries. In some respects it forms but a part of the development of the West. Developments in the monastic cathedral burgher school and early university paralleled similar developments farther west; that the Renaissance and Reformation affected Hungary as inti- mately as they affected the Germanic countries of central Europe was less to be expected. That Comenius worked, taught, and wrote in Hungary as well as in Bohemia is well known, but that the Ratio Educationis of 1777 is one of the outstanding docu- ments of the historic development of education is not so generally known. Professor Kornis has performed a real service in mak- ing known the significance of this document. But for the eight- eenth and nineteenth centuries in general, education follows the course of government in Hungary as well as elsewhere. Pro- gressive when government is progressive, revolutionary with reac- tionary government, the history of education in Hungary forms an interesting and instructive parallel to government, politics, and thought life in general. Reaction followed too soon after the Ratio of 1777 to allow its ideas of universal instruction, free instruction, practical instruction to become valid, or, in fact, similar ideas of later reform movements. Reaction again follows after the Napoleonic period and after the revolution of the VI PREFACE middle of the century. From the nineteenth century this close relationship of education to social and political reform or reaction constitutes the chief value of the historical analysis. The more detailed account of the present system has its value in that such information is not available in English elsewhere. While the status of education and the plan of educational and political leaders since the Great War are entitled to a clearer and more definite meaning than they have had hitherto, Ameri- can students and the International Institute owe a debt of grati- tude to Professor Kornis for this scholarly treatise. PAUL MONROE, Director, International Institute of Teachers College Columbia University CONTENTS INTRODUCTION Page THE HISTORICAL DEVELOPMENT OF HUNGARIAN EDUCATION .... 1 The Middle Ages and the Renaissance—The Reformation Period—The Counter-Reformation; The Jesuits and Piarists —Comenius and Apáczai—The First State Code of Hungarian Education: the Ratio Educationis of 1777—The Germanization of Hungarian Education—Proposals of the Education Commit - tee of the Diet of 1790-1791—The Ratio Educationis of 1806— Protestant School Reforms at the Beginning of the Nine - teenth Century—Educational Movements During the Era of National Reforms—Reforms with Realistic Tendencies—Demo - cratic Policiesyin Education—The Period of Austrian Absolu - tism (1849-1860)-Elementary Education Act of 1868—The Middle School (Polgári Iskola, Bürgerschule)—Secondary Schools Act of 1883—The Development of Universities and Col- leges—Educational Consequences of the Dismemberment of Hungary—Hungarian Educational Policy After Trianon—-The Central Administration of Education: The Ministry, The Na- tional Council of Education. The National Council of Indus - trial and Commercial Education. The Committee on Text - books, The National Council on Children's Literature PART ONE PUBLIC EDUCATION I. KINDERGARTENS ......................................................................................43 Historical Review—Law Concerning Kindergartens and the Modern Organization of Kindergartens—The Sphere of Work of Kindergartens—The Authorities of Kindergartens II. ELEMENTARY SCHOOLS ................................ ......................................... 47 School Support: Community Schools. Rural Schools. De- nominational Schools, State Schools—Requirements Incidental to the Maintenance of Schools—Buildings—Organization and Curriculum: Day Schools, Continuation Schools, Children's So- cieties, Children's Libraries—Teachers, Administration, and Su- pervision of Elementary Schools III. PUBLIC EDUCATION OUTSIDE OF SCHOOLS.............................................64 Organization—Material and Method VIII CONTENTS PART TWO SECONDARY EDUCATION CHAPTER Ρ AGe I. MIDDLE SCHOOLS (POLGÁRI ISKOLA, BÜRGERSCHULE) .... 67 The Development of Middle Schools—Middle School Teachers—Curriculum of Middle Schools for Boys—Curriculum of Middle Schools for Girls—Establishment and Support of Middle Schools II. SECONDARY SCHOOLS FOR BOYS ............................................................ 75 Recent Development of Hungarian Secondary Education— Principles of the Reform of 1924—Law of 1924—The Curricula of Secondary Schools—The Curriculum in Detail: The Gym- nasium, The Realgymnasium, The Real School—Methods of Instruction—School Life: School Discipline, Moral Instruction —Maturity Examination (Higher Certificate Matriculation)— The Development of the ^Esthetic Sense—Parent Conferences —Educational Excursions and Trips—Students' Clubs—Scholas- tic Competitions—Physical Education and Hygiene—The Hous- ing of, and Assistance to, Students—Nature of Secondary Schools and Their Relation to the State—Administration of Secondary Schools: Direct Administration, Royal District Su- perintendents—The Accrediting of Secondary Schools—State Aid for Secondary Schools III. SECONDARY EDUCATION OF GIRLS ....................................................... 119 Progress of the Education of Girls in Hungary—-The Princi- ples of the Reform of 1926—The Act of 1926—Colleges for Girls —The Curricula of Girls' Schools: The Girls' Gymnasium, The Girls' Lyceum, The Girls' College PART THREE UNIVERSITIES AND RESEARCH INSTITUTIONS I. HUNGARIAN EDUCATIONAL POLICY AFTER THE WORLD WAR…………… 127 II. UNIVERSITIES .................................................................................... 128 The Royal Hungarian Peter Pázmány University of Buda- pest—The Royal Hungarian Francis Joseph University of Szeged, Formerly of Kolozsvár—The Royal Hungarian Eliza- beth University of Pécs, Formerly of Pozsony—The Royal Hungarian Count Stephen Tisza University of Debrecen— University Organization—Curriculum and Examinations: The Faculty of Roman Catholic Theology, The Faculty of Re- formed Theology, The Faculty of Lutheran Theology, The Faculty of Law and Political Science, The Faculty of Medi- cine, The Faculty of Philosophy, Promotio sub Auspiciis Regis (Gvhernatoris)—University Institutes and Seminars—Univer- sity Students—University Student Organizations CONTENTS IX CHAPTER PAGE III. THE ROYAL JOSEPH TECHNICAL UNIVERSITY ..................................... 144 History—Organization—Curriculum: Architecture, Civil En- gineering, Mechanical Engineering, Chemical Engineering, Eco- nomics^—Examinations—Social Institutions IV. ROYAL UNIVERSITY FACULTY OF ECONOMIC SCIENCES OF BUDAPEST 149 History—Organization and Aim—Curriculum: Agriculture, Commerce, Administration and Foreign Relations V. LAW SCHOOLS ....................................................................................... 154 VI. THEOLOGICAL SEMINARIES .................................................................... 155 Roman Catholic Church—Reformed Church—Lutheran and Unitarian Churches—National Rabbinical Seminary VII. INSTITUTES FOR SCIENTIFIC RESEARCH ............................................... 160 Organization—The Royal Astronomical Observatory at Sváb Hill—The Royal National Institute of Meteorology and Geo- magnetism—The Royal Seismological Observatory—The

Load more