Basic Primary School and Civil Education in the Royal Borough of Osijek ( 18th and 19th centuries)

Sustavno i organizirano školstvo koje potiče državna vlast počinje u vrijeme carskog prosvijećenog apsolutizma Marije Terezije i Josipa I., kada obučavanje dobiva utemeljenje u poznatom školskom redu (Allgemeine Schulordnung) 1774. godine i Zakonu o narodnim školama 1777. godine. Pomoću njemačkih učitelja širi se njemački jezik kao službeni, a u školi je on i nastavni jezik. Tamo gdje je utemeljena župa, općina može o svome trošku otvoriti tzv. narodne škole s narodnim jezikom, ako ima više od 50 osposobnjaka za školu. Podučavalo se elementarno čitanje, pisanje i računanje s obukom o poljodjelstvu u tzv. trivijalnim školama (Unterschule). Carskom naredbom 1784. godine uvode se tzv. valovnice, koje prikazuju stanje za odobrenje utemeljenja škole. Vjeronauk u školama ima važno mjesto, a svećenstvo, podupirući državu, dobiva pravo nadzora škola. Svećenici-župnici školski su nadzornici i predsjednici mjesnih školskih odbora. U gradovima i većim mjestima u prvoj polovici 19. stoljeća otvaraju se brojne tzv. glavne škole (Oberschule). U dvojnoj monarhiji, ranije nego u ostatku Europe, školstvo postaje liberalnije. Mađarski parlament donosi 1868. jedan od najliberalnijih zakona i programa u tadašnjoj Europi. Nešto kasnije, 1874., u Hrvatskoj Sabor cvdonosi Zakon ob ustroju pučkih školah i preparandijah i Zakon o uređenju pučkih škola i obrazovanje učitelja 1888. godine, koji bitno utječu na razvoj naprednog hrvatskog školstva. U drugoj polovici 19. stoljeća višenacionalni i viševjerski grad Osijek, razvijeno gospodarsko i kulturno središte istočne Hrvatske, doživljava ubrzani razvoj školstva kako bi zadovoljio potrebe za obrazovanim i stručnim kadrovima. Završetkom Prvog svjetskog rata, Hrvatska, koja se našla u novoj političkoj i teritorijalnoj zajednici Jugoslaviji, prekida svoju bogatu tradiciju naprednog srednjoeuropskog školstva te joj se nameće unifi kacija škole i školstva.Systematic and well-organized education that is given impetus by state authority started in time of enlightened absolutism of Maria Theresia and Joseph I when in 1774 teaching was given the basis in the School ordinance (Allgemeine Schulordnung) and the Law on schools providing basic primary education in 1777. German was spread as the offi cial language by German teachers and at schools it was the language of teaching. If there was a parish the district could establish to its own expense the so called schools providing basic primary education in vernacular if there were more than 50 qualifi ed persons for the school. Subjects such as elementary reading, writing and reckoning with training in agriculture were taught at so called trivial schools (Unterschule). Imperial decree in 1784 introduced tax return form that indicated if the school could be given an operating permit. Religion played an important role at school, and clergy supported by the state was authorised to school supervising. Clergymen-parish priests were school inspectors and chairmen to the local school committees. A number of grammar schools (Oberschule) were established i in towns and larger places in the fi rst half of the 19th century. In the Dual Monarchy, earlier than in the rest of Europe, education was more liberal. In 1868 Hungarian parliament passed one of the most liberal laws and programmes in Europe of that time. Short after that in 1874 Croatian Parliament passed the Law on Organisation of Elementary Schools and Teacher Training Colleges and in 1888 the Law on Organisation of Primary Schools and Teacher Education, which infl uenced the development of progressive Croatian education. In the second half of the 19th century multinational and multireligious city of Osijek developed both as economic and cultural center of Eastern Croatia experienced fast development of education in order to meet the demands for educated experts. By the end of the First World War Croatia was a part of a new political and territorial community of Yugoslavia, interrupted its rich tradition of progressive central European education und faced the imposed unification of both school and education