Dénes Dienes: History of the Reformed Church Collég in Sárospatak (Sárospatak, 2013)
SECONDARY SCHOOL AND COLLEGE-THE COLLEGE AND THE DEVELOPING, MODERN EDUCATION SYSTEM - Environmental conditions - The evolution of state-governed education policy and the development of the education system
concentrating on practical disciplines such as economics or technology were finally able to spread. Both types of secondary schools were sorely needed for the development of a healthy society. In addition to the structural changes, content also underwent change. The curriculum was still based on the same neo-humanist foundation which retained religion, Latin and Greek as its key subjects but the hours allotted to these were significantly reduced. Two thirds of the curriculum during the first half of the 19th century consisted of classical subjects. These were now reduced to a fifty percent limit, that is, to eight to twelve hours of a regular twenty to twenty- four hours of in-class instruction per week. Paired with this came an increase of time allotted to other subjects such as history, geography, mathematics, physics, natural history and the native tongue as a language. The orientation of the classic secondary school education system became even more limited with the introduction of vocational teachers. Its importance, nonetheless, was reflected not only in the increase of the number of in-class hours for the subjects other than religion, Latin and Greek , but also in the more professional way these other subjects were taught. For the Habsburgs, the ‘Entwurf proved to be a relatively successful method of advancing professionalism and secularism as well as the centralization of education management for the majority of regions incorporated into the Habsburg Monarchy. The practices and results achieved are still recognizable in our present system of education. To these efforts focusing on modernization, however, were coupled serious violations which played out in Hungary. The ‘Entwurf and its subsequently implemented measures increased the state’s influence in matters of education, something which was greatly at odds with the traditional A classroom
