The Hungarian Student, 1958 (3. évfolyam, 1-2. szám)

1958-10-01 / 1. szám

sors activity. He pointed out that from Csorna!s pioneer work — the compilation of a large T ibetan-English dictionary and a Tibetan grammar — the Western world learned more about Tibet and its culture than from all the other students of Tibet together. Now, a century later, we can pay back to the Tibetan nation part of the great love they bestowed on that great scholar.

At the conclusion of my report 1 think we all understand that we must persevere in our efforts on behalf of the Tibetan refugees. The agreement with the organization of the Central Committee for Tibetans provides us with the means to do so. Wherever we can, let us set up relief committees and show the world that we can earn the respect of other nations not only by our fight for freedom but also by our readiness to help others.

Finally, I send you from India the old Latin proverb: «Bis dat qui cito dat.» (He gives twice who gives at once).

Dr. Horváth János

Student situation in Hungary between 1956- 1958

Since the coming of the Kádár regime several important changes have taken place in the organization and curriculum of colleges and universities.

Esti Hírlap writes on March 20, 1958:

«In accordance with the resolution of the Ministry of Education beginning with this school year written examinations in Hungarian, Russian and Mathematics must be passed at the humanistic and real branches of high schools. At the time of matriculation the candidates may take supplementary examinations in English, French, German, Italian and Latin, at their own request and the results of these must be noted at the back of their final report cards. Verbal examinations must be passed in Hungarian, Russian (only classes where Russian is taken), history, mathematics and physics.»

The resolution is typical of the ambivalent character of nearly all measures of the Kadar regime. This one re-establishes the promL

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