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

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

in the first half of the era of dualism, from Eötvös until the years of crisis following the fall of Kálmán Tisza. Eötvös, Trefort and Markusovszky all clearly saw the indivisibility of political economy, public education, and public health, their harmonious part in all progress. Credit must go to all of them for the new university buildings : the institutes for the sciences (1869—70), the Biology and Public Health Buildings of the medical faculty (1872—76), the inner block of clinics (1872—84) and numerous other establishments, university libra ries, etc. The number of students also rose: 4955 on 1866, 6203 in 1871, 6514 in 1880, 6653 in 1885, 6771 in 1892. There is no space here to go into such details like the new curriculum of the faculty of medicine, the reform of the medical and pharmaceutical training, the new form of education in the veterinary college, the increase in the number of agricultural academies (Keszthely, Mosonmagyaróvár) and university departments, the results in the individual sciences. We only illuminate the landmarks of higher education in the fine arts when we just mention the establishment of the "Royal Hungarian National School in Drawing and Art Teaching" in 1871 on the initiative of Eötvös. Later its department of applied arts became independent together with the master-schools (1871). The establishment of the Academy of Music by Ferenc Liszt took place in the same period and Ferenc Erkel became its first director. Though these institutes then did not achieve the high school status, they nevertheless form a part of Hungarian higher education. Similarly word must be said about the 1885 reorganization of the National Dramatic School, which was established in 1865, and was later put under common management with the Academy of Music, and again separated in 1893 as Academy of the Dramatic Arts. That is the end of the post-compromise period. But one of the most valuable and lasting fruits of that path-finding and creative age already overlaps the next period : the Eötvös József College founded in 1895. It was Trefort'

s initiative to establish a residential college

—on the model of the French École Normale Supérieure—

to promote the scientific education on the prospective secondary school teachers, but only Loránd Eötvös succeeded in realizing it. On the home grounds it was not simply a copy of the French institution but absorbing much of the traditions of the British college system it became a unique, modern educational establishment. L. Markusovszky