Dénes Dienes: History of the Reformed Church Collég in Sárospatak (Sárospatak, 2013)
SPIRIT AND MOOD
THE STRUGGLE AGAINST MARGINALIZATION 200 Professor and director of the Theological Academy, Ernő Mátyás (1888-1950) about the superfluousness and dominance of Latin and Greek and suggested instead the inclusion of newer and more practical subjects. This long-standing debate must have been particularly acute on the banks of the Bodrog River, as the loss of the Academy of Law involuntarily dealt the upper hand to those who advocated the advantages of classical theological literacy. In parallel to this, those whose concern focused more on the region and secular needs almost completely lost their place at the table. A further acute problem, one which had existed since the Dualist period, entered the mix of the mandatory requirement to choose, that being nothing less than the expectation on behalf of all parties concerned that there would be further erosion of the autonomy of denominational institutions. Once again, two mutually opposite tendencies had greatly intensified and it appeared difficult to find an optimal solution along these lines. The need to make a choice began to press upon the school in the 1923-24 school year. At this point, the supporters of Greek instruction appeared to be in a stronger position. All those who were campaigning for a decrease in classic education they labelled as ‘lazy’ and as those ‘who were hoping for an easily obtainable degree’. They then planned broad public awareness campaigns to convince their opponents. Sure enough, the following year, the school leadership decided on the classic model, although without actually being aware of the prescribed curriculum. In any case, the leaders had to accept that, due to centralization of textbook publishing, they had lost the most important aspect of their professional autonomy. As a corollary to this, the Literary Circle of Sárospatak, which was established decades previously specifically for publishing books, was also at risk. Dissolution, however, was able to be postponed for the time being because the organization had been declared a winner in a national textbook competition and, as a result, three of its books had been adopted as standard textbooks nationwide. The erosion of autonomy and the increasing governmental influence was of great concern to the school leadership. By the end of the decade, however, a certain shift had taken place in this. Ever since the Dualist period, the teachers in Patak had reacted strongly against any increase in state influence, but, from 1928 on, they suddenly became optimistic. They were hoping that Kunó Klebelsberg, the Minister of Culture, would become their ally and they were viewing state interference in terms of this possibility: “Once our school existed completely independent from any state interference, it stood during the past decades as a firm bastion against the repressive efforts of the government. But today we can no longer live like that. Surely not, when the government has such a wonderful minister of culture as Kunó Klebelsberg, whose intellectual ideas are like a fresh breeze to us. Working closely together with him would mean not only a financial gain for us, but intellectually it could be stimulating to revisit our goals and reconsider our values.” The change of heart could have been the result of several positive developments all appearing at once. It will be mentioned beneath how the possibility of regaining the Teacher Training School during this time came within reach. During these same months, the outline of a new plan manifested itself, plans for the establishment of the English Residential School, a development which, in the future, could open new doors for the College. In addition to the uncertain plans pertaining to these “new doors”, the leadership also had,
