Antall József szerk.: Orvostörténeti közlemények 51-53. (Budapest, 1969)

TANULMÁNYOK - Antall József: A modern felsőoktatási rendszer kialakulása Magyarországon (1848—1890) (angol nyelven)

"provisorial" rule of Schmerling did not result in substantial organizational or educational changes in higher education. The only exception was the reintroduction of Hungarian as the language of tuition. The policy of Vienna already bore the marks of the maturing compromise, but the muddled attempts whichare characteris. tic of all transitionary periods were ended only by the Compromise and the appointment of Eötvös. THE COMPROMISE AND EÖTVÖS'S SECOND TENURE OF OFFICE We cannot undertake to provide a detailed study of the history of higher education in the period of dualism (1867 — —1918), on a few pages one cannot even outline the results and shortcomings of the age. At best we can try to illuminate the organizational and educational changes arising from the general developments of the discussed period, and the outstanding events in the major branches of higher education. The essentials of Eötvös's cultural policy were summarized while discussing his first ministry. Now we proceed to show his achievements and submitted proposals after the Compromise of 1867. From the point of view of its existence and security the state now was in an undoubtedly more favourable position than in 1848 to make laws and organize public education. But the atmosphere was worse and the relative position of the progressive forces against the conservative trends was less favourable. The ylncfrdssy-government was installed by "bargaining" and not by a wave of revolutionary surge. The difference had its consequences. Like in the Age of Reforms and in 1848 the question of general elementary educations was regarded by Eötvös as the basis of his cultural policy. After a long and hard fight now he achieved lasting success in this field by enacting compulsory elementary education in 1868. In the case of secondary education he wanted to rely on the old Hungarian system, the Austrian system of Thun and other foreign—mostly French and Swiss—examples in creating his own one. In higher education his program was the introduction of the lyceum as a J. Eötvös and Á. Trefort