Treść książki
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TheeffectsofsocialcoexistenceasexemplifiedbyaregioninHungary
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usefulqualificationsand,asaresult,contributetosocietywhileretainingtheir
culture,tradition,language,andidentity.
However,apartfromcreatingopportunities,educationcansometimes
strengthentheeffectsofassimilation.Overwhelming,orevencomplete,
dominanceofthemajoritysocietythatignorestheminorities’values(inpar-
ticulartheirlanguageandculture)advancesassimilation.AnalyzingHungarian
educationalpoliciesofthepast,weseetheexamplescorroboratingtheabove-
mentionedtendency.Currently,however,theeducationpoliciesdirectedat
minoritiesareintheprocessoftransformation.Assimilationendeavoursareno
longerpresent,and“positivediscrimination”implementedineducationsystem
suggestssignificantlymoreinclusiveapproach.
Nevertheless,theHungariannationaleducationhascomealongway.In
accordancewithEuropeaneffortsofthetime,theLawI.of1868onPeople’s
Academydeclaredthatallstudentsshallbeabletoobtaineducationintheir
mothertongue.Forthisreason,inmultilingualvillages,onlytheteacherswho
wereabletoteachinthelanguagesspokentherecouldbeemployed.Conse-
quently,thelawstipulatedthatuponemployingteachers,theremusthavebeen
arequirementforthemtomeettheabove-mentionedlinguisticstandards.Afew
yearslater,theLawof1879,however,divergedfromJózsefEötvös’sambitions.
InteachertrainingschoolsHungarianlanguagewasmadecompulsorysubject
andpersonswhocouldnotteachinHungarianwherepreventedfromobtaining
thepostofateacher(orevenateachingassistant).Also,alltheschoolboards
wereexclusivelystaffedbyHungarian-speakingemployees.
AftertheTreatyofTrianon,highpoliticsinvadedthelifeofschoolseven
morevisibly.In1922,theseparateMinistryofNationalAffairswasdissolved.
Instead,byrelyingontheworkofgovernmentalcommissioners,theDepartment
ofNationalitiesbegntodealwiththisissue.Thegovernmentalcommission-
ersregularlyvisitedthesettlementsinhabitedbytheminorities;theyhadto
writereportsconcerningtheirexperience.Yet,theirtaskwasnottoprotectthe
minorities,butensuretheirMagyarizationandadvancetheprocessofassimila-
tion.ThemosteffectivemeansofMagyarizationwereelementaryschools.In
recognitionofthisfact,severalregulationswereadoptedthatostensiblyaided
theeducationofminorities,butinfactlimitedtheirfreedomofchoice.
Inthedecreeentitled“TheRightsofLinguisticMinoritiesWhenDetermin-
ingtheLanguageofTeaching”209.494/1919.NumberB.II.,ablueprintfor
theeducationofnationalandethnicminoritieswasformulated.Atthesame
time,however,thevalidationofthelanguageofteachinginconnectionwith
theminoritylanguageswasreinterpretedinthedecree110.478/1923.VIII./a.It
providedthefollowing:
TypeA
Schoolswithinstructioninthelanguageofminorities.Hungarianisaregular
subject;educationisdeliveredinamothertongue.
