Napredak on girls’ education in compulsory croatian education of the second half of the 19th century

U drugoj polovinu XIX. stoljeća u hrvatskom obveznom školstvu prakticirani su različiti modeli diferencirano-reduciranog obrazovanja djevojčica. Tadašnji školski zakoni propisivali su fizičko odvajanje dječaka od djevojčica kroz različite školske zgrade, školske smjene, posebne učionice i poseban raspored sjedenja. Nastavne osnove propisivale su različite nastavne predmete za dječake i djevojčice. U obrazovanju djevojčica naglasak je bio na predmetima praktičnog karaktera: ženski ručni rad i nastava domaćinstva. U obrazovnim predmetima djevojčice su imale stegnutu nastavu kako po opsegu, tako i po dubini. U ovom radu istražili smo kako je stručno-znanstvena javnost reagirala na različitu praksu u odgoju i obrazovanju djevojčica. U tu svrhu analizirali smo priloge o obrazovanju i odgoju djevojčica koji su objavljeni u Napretku između 1859. i 1909. godine. U stručno-znanstvenoj javnosti osjeća se utjecaj emancipacijskog pokreta i stavovi prema obrazovanju djevojčica bili su znatno ispred školske prakse.In the second half of the 19th century different models of differentiated-reduced education of girls were practiced. The school laws of that time prescribed physical separation of boys from girls through: different school buildings, school shifts, separate classrooms and special sitting arrangement. Teaching basics prescribed different teaching subjects for boys and girls. In girls’ education the emphasis was on subjects of practical character: female handwork and domestic science. In educational subjects girls had reduced classes, regarding both the extent and the depth of the classes. In this paper we investigated how professional and scientific public reacted to different practice in education of girls. For this purpose we analyzed the articles on girls’ education that had been published in Napredak between the years 1859 and 1909. In professional and scientific public the influence of emancipation movement can be felt and the attitudes towards girls’ education were significantly ahead of school practice