A Hajdú-Bihar Megyei Levéltár évkönyve 5. 1978 (Debrecen, 1978)
Tanulmányok - Vaskó László: A polgári demokratikus forradalom és a Tanácsköztársaság iskolapolitikája megyénkben
mények között, amikor a megye határain álltak már a burzsoá román csapatok és az erőket az új rendszer védelmére kellett átcsoportosítani. Amit ez alatt az egy hónap alatt a lelkek felrázása terén is alkotott, maradandónak bizonyult. Emellett a parázs mellett melegedett, hevük, remélt, gyűjtött erőt és harcolt a felnövekvő nemzedék a 25 év múlva bekövetkezett számonkérésre. Ennek az új pedagógiai korszaknak a kiteljesedését csak a második munkáshatalom biztosíthatta. Napjaink szocialista iskolát formáló törekvései bőven merítenek a Tanácsköztársaság hagyatékából. Befejezésül idézzük a debreceni és hajdú megyei tanítók szakszervezetének 1919. április 10-i nagygyűlésén immár hat évtizede elhangzott felhívását, mely a város és a megye mai pedagógus-nemzedékéhez is szól: „Egyenesedjen ki minden tanító, nincs már a régi iskolaszék, hol a pap, a szolgabíró, a földbirtokos dirigált, egyenesedjenek ki, álljanak a nép elé és magyarázzák meg nekik az igazságot, a szocializmus igazságát.” The Education Policy of the Bourgeois Democratic Revolution and the Soviet Republic in this county László Vaskó The paper sums up the events of the turn of the century and the following years, when the progressive intellectuals, the radical bourgeoisie, the Social Democratic Party as well as the progressive teachers demanded the democratic transformation of public education and the modernization of school. The study shows not only the general aims of the national public education policy in detail, but the local changes and the modifications in the direction of the democratic transformation of public education. Thus, the old school organizational forms were abolished and the local councils, school committees were established and new headmasters and trade union stewards were appointed. The nationalization of schools, the abolition of religious education, organization of courses for illiterates, arrangement of cultural programs for working class children, the reduction of the crowdedness of denominational schools, the formation of new administrative districts, the introduction of educational reforms and the modernization of the content of euucation are discussed in the paper. Several teachers joined the directories and workers’ councils and the became the leaders of teachers’ trade unions. The rule of the workers appreciated the activity of the teachers and contributed to their information and the improvement of their financial and social situation. Youth was also enthusiastic about the news ideas, student councils were established and the organs of the students’ autonomy promoted the teachers’ activity. In this county the rule of the proletariate existed only for a month. The grand ideas and plans could not be carried out, moreover, in May, when the government of the Soviet Republic was still in power, the so-called “compromised” teachers were called to account. Political screening and disciplinary committees were established, and teachers and students were removed from the schools. In the institutes of higher education both the teachers and the students as well as the workers were relentlessly called to account. The grand plans of the first rule of the proletariate in this country were put into practice by the 1945 liberation. Much more could be drawn from this tradition in order to enrich the life of contemporary socialist school, to create the unified concept of work school and the modern practice of youth autonomy, and to contribute to the socialist atmosphere of school etc. 122
