Education in Hungary

Front matter

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CHAPTER II. Infant Schools

I. Historical Review.

1. The first Infant Homes . 6

2. The Association 6

3. The first Training College 7

4. Froebel Associations ^ 7

5. State homes for infants 8

€. Protective legislation for infant children

II. The present organisation of Infant Protection.

1. The objects of infant protection 9

2. Homes for infant children 9

3. Staff 11

4. Th^ scope of Infant Homes 12

5. Infant Home authorities 13

INDEX OF CONTENTS

CHAPTER m.

Elementary Education.

I. Historical Survey.

1. Earliest traces 15

2. Intervention of Government. Ratio educationis 15

4. Elementary Education Acts 17

II. Public Elementary Schools and Continuation Schools.

A) Compulsory attendance. — Powers and obligations of providers

of schools,

1. Compulsory attendance 17

2. Parochial schools 18

3. Denomination schools 19

4. State schools 20

5. Conditions for maintenance of schools 20

6. Buildings, regulations referring to 21

B) Organisation and Syllabus (Scheme of work) of public elementary schools,

1. Day schools 22

2. Obligatory subjects 22

8. Syllabus and instructions 23

4. Objects of and matter included in subjects taught 23

5. Minimum attendance required 28

6. Syllabus (scheme of work) of denominational schools .... 29

7. School books; educational apparatus 29

8. Continuation schools 29

C) Pupils' Clubs (Associations); libraries, — Commemoration days.

1. Pupils' Clubs (Associations) 31

2. Libraries for use of pupils 32

3. Commemoration days 33

D) Teachers (Male and Female) in Public Elementary Schools.

1. Qualifications required : appointment 33

2. Salaries 34

3. Act XXVII of 1907 • . 34

4. Teachers* Unions (Guilds) 36

5. «Teachers* Homes» 36

6. Pensions 37

INDEX OF CONTENTS VII

E) Authorities controWng Public Elementary schools,

1. Acts referring to Authorities ... 38

2. Local inspection 39

3. Royal Inspectors of Schools 39

4. The local (administrative) Councils 41

5. Autonomy of denominational schools 42

6. Supreme control of Government 42

F) St&tiatical data, * III. Aims and scope of Elementary Education in Hungary.

1. Difficulties of uniform national elementary education 44

2. Task allotted to State schools 45

3. State grants to non-State schools 46

4. System followed in establishing State public elementary schools. 46

CHAPTER IV. Higher elementary schools and city schools

1. Higher elementary schools 48

2. City schools 49

3. City schools for boys 49

4. City schools for girls 51

5. Girls' commercial schools. Course of instruction in needle -work.

Course of instruction in house-craft 52

6. Reform of boys' city schools 52

7. Inspection of schools. Visitation of schools 53

8. Slojd system of instruction 53

9. Holiday courses of instruction 54

10. Teaching-staffs 54

CHAPTER V. Training of Teachers

1 . The Elementary Education Act and Teachers' Training .... 56

2. The Evolution of State Training Colleges. Denominational Train-

ing Colleges 56

3. The Scheme of Work in elementary Training Colleges ..... 57

4. Later arrangements regarding the Scheme of Work 59

VIII INDEX OF CONTKKTS

5. The Inner Life of Training Colleges 60

6. The Management of State Training Colleges. Teaching Staffs.

Inspection 60

8. Qualification of elementary School-Masters and Mistresses ... 62

9. The Training of School-Masters and Mistresses of Higher Element-

ary Schools and City Schools 64

10. Qualification of the same 66

1 1.* Hungarian Tutorial Library and Museum of Educational Appliances 68

Chapter VI

Commercial (professional) education. Trade and Commercial Schools for Apprentices.

I. Short History of Commercial (professional) Education.

1. Teaching of commercial subjects before the foundation of the first

Commercial School 71

2. Our first commercial schools and their development (1830—1872) 72

3. «Organisation» (Regulations) for commercial schools of 1872 . . 73

4. «Organisations» (Regulations) of 1884 and 1885 74

II. Present organisation of technical commercial education, and education of industrial apprentices.

A) Higher grade Commercial Schools,

1. «Organisation» (Regulations) of 1895 76

2. Subjects of instruction and number of lessons per week ... 77

3. School regulations 78

4. Private tuition; private examinations 79

5. Final Examination (Matriculation) 80

6. Qualifications of Teachers 81

B) Technical Education in Commercial Colleges of University status

(JSochschule),

1. The Commercial colleges of University status 85

2. The Oriental Commercial Academy 85

3. The Training College for Teachers in Commercial Schools ... 88

4. Commercial Academies 90

C) Trade and Commercial Schools for Apprentices,

1. Origin and early development 92

2. Organisation of Trade-apprentice Schools 92

3. Organisation and scheme of work of commercial-apprentice Schools 94

INDEX OP CONTENTS IX

4. Continuation courses for shop assistants 94

5. Local superintendence of apprentice schools 94

6. Courses of instruction for the training of Teachers 95

8. Courses of instruction for Conunercial employees 97

9. Apprentice Homes 97

10. Prizes 97

D) Commercial courses of instruction for Women,

1. Historical Survey 98

2. Present organisation 99

3. Continuation courses 100

E) The Estimates for Trade and Commercial Instruction in 1907,

for the Department of Public Instruction 101

F) Technical Unions and Corporations 101

CHAPTER VII. Institutes for physically and mentally defective children

The Protection of Children.

A) Institutes for physically and mentally defective persons.

1. The scope and objects of such institutes 103

2. The organisation of such institutes in Hungary 105

B) The protection of Children.

/. State Asylums for Children.

1. Protection of Children in the past 109

2. Present laws 110

3. Location of Children's Asylums 110

4. Organisation of Asylums Ill

5. Children's colonies Ill

6. Institutions 112

7. Cost of the protection of Children 112

//. Social Institutions for Protection of Children,

1. Hungarian State League for the Protection of Children . . . .113

2. Other charitable institutions 114

INDEX OF CONTENTS

///. State It^fbrmfitoHes,

1. Their object, location and maintenance 116

2. Their organisation . 116

8. Their educational systems 116

IV. Institutions for Prisoners .

1. Societies for Assisting Prisoners 119

2. Prison schools 119

3. Solicitors' Committee on the protection of children 119

CHAPTER VIII. High Schools for Girls

1. Retrospect 120

2. The first State High School for Girls 121

3. Reorganisation of the for Girls' High Schools 121

4. The present Organisation of High Schools for Girls 122

5. Education of Girls on Classical School (G3^mnasium) lines, at the

High Schools for Girls .....' 124

6. Classes in housecraft . 125

7. Boarding schools 125

8. Teachers, and inspection 125

CHAPTER IX. Secondary Schools

I. Retrospective Survey of the development of Secondary

Education 127

II. Present-day organisation of Secondary Education . . .

1. Classical Schools (Gymnasium) and Modern Schools (Realschule) 129

2. Greek as an optional subject . 130

3. Trend of Secondary Schools 131

4. Course of instruction in Secondary Schools 132

5. Number of Secondary Schools 132

6. Secondary Education for Girls 133

7. Language medium 134

INDEX OP CONTENTS XI

8. Relation of Secondary Schools to the State 134

9. Management of Secondary Schools . 136

10. Homogeneity of Secondary Education 138

11. Public rights of Secondary Schools 138

12. Government Grants 139

III. Codes for Classical Schools (Gymnasium) and Modern Schools (Realschule)

1. Retrospective 140

2. The curricula now in force in Secondary Schools 142

3. Extra subjects of instruction 147

4. Exercises in Physics and Chemistry 148

5. Development of the Aesthetic Sense . 149

6. Educational outings 149

7. Pupils* self-improvement Associations 150

8. Method of teaching 151

9. Matriculation 152

IV. Physical Exercise.

1. Exertises. Games. Gymnastic competitions ......... 154

2. School Sanitary Arrangements 155

V. Board and Support of Pupils.

1. Boarding-houses 155

2. Scholarships. Aid Societies 156

3. Exemption from pnyment of School Fees 156

VI. General Observations.

1. Terms 156

2. System of teaching 157

3. Moral Education 157

4. Examinations 157

5. Discipline 158

VII. Engagement and salaries of teachers in Secondary

Schools 159

VIIL Statistical data 160

XII INDEX OF CONTENTS

CHAPTER X. Higher Education

I. Historical preliminaries.

Higher education from the Middle Ages to the present day. ... 163

II. The Royal Hungarian University of Sciences of Budapest.

1. Survey of its history . 165

2. Its organisation today 165

3. The students ; regulations relating to studies, discipline and fees ;

scholarships and other foundations 166

4. Academical year 168

5. Courses of study and examinations in the theological (Roman

Catholic) faculty . 169

6. Courses of study and examinations in the iaculty of law and

political science . 169

7. Examinations for degree of doctor of laws and political science

Doctor of Canon law 171

8. Seminars of faculty of law and political science 173

9. Courses of study and examinations in the medical faculty . . 173

10. Courses in pharmacology; training of school-doctors. The Pasteur

Institute 175

11. The faculty of arts 177

12. Teachers' training syndicate 177

13. Royal Hungarian teachers' training college 178

14. Courses of study in the faculty of arts. Examinations for degree

of doctor in philosophy. Seminars 178

15. Inauguration of doctors. Promotions (Inaugurations) «sub auspiciis

regiis». Honorary degrees 179

16. Situation of university. Economic arrangements; income. Statistics 180

17. Students' clubs 181

18. The university library 181

III. The Royal Hungarian (Francis Joseph) University of

Kolozsvar.

1. Its foundation 182

2. Teachers' training college 182

3. Teachers' training syndicate 183

4. Its organisation today . 183

5. Its situation , 184

6. Balance-sheet. Statistics 184

7. The university library 185

INDKX OF CONTENTS XUl

IV. The Royal (Joseph) University of Technical Sciences.

1. Its history 186

2. Its present organisation 187

3. The teaching staff 188

4. The students; courses of study; fees 188

5. Examinations; diplomas. «Doctor rerum technicarum».NoHtrincation 189

6. Its situation 191

7. The library , 192

8. Balance-sheet: statistics 192

V. Colleges of law.

The existing colleges treated individually 193

VI. Theological colleges (Clergy Training Schools).

1. Their history 194

2. Existing theological colleges belonging to the Roman and Greek

Catholic churches 195

3. Their organisation; courses of study 196

4. Theological colleges belonging to the Greek Oriental church . . 197

5. Theological colleges of the Reformed church .198

6. Theological colleges of the Evangelical church 199

7. Unitarian seminary 199

8. Jewish theological college 200

VII. Schools of midwifery.

1. Historical survey 201

2. Present system of training. Statistics • . . . 202

VIII. Baron Joseph Eotvos College.

History and present organisation 203

IX. Observatory at 6gyalla.

History and present organisation 204

X. Royal Hungarian College of Mining and Forestry.

1. Foundation and development of the College 206

2. Its objects; inspection and management 206

3. Departments, and courses of study 207

4. Chairs and Professors 207

5. Teaching, and examinations 208

6. Tuition fees, and scholarships 208

7. Teaching equipment , . 209

8. Buildings 209

9. Literary productions of Professors 209

10. Students 210

11. Students' Associations 210

XIV INDEX OF CONTENTS

CHAPTER Xr.

Art Instruction.

I. High School of Arts and Drawing Masters' Training School.

1. Objects of the Institute 212

2. Organisation 2J2

3. Pupils 213

4. Training of drawing masters 215

II. Masterschools for instruction in plastic arts 216

III. School of Painting for women 217

IV. School of Decorative Art.

1. Past history of Hungarian decorative Art . . . 218

2. Organisation of the school .220

3. Pupils and expenditure 221

V. Musical Art.

1. Synopsis of the history of music in Hungary 222

2. National Academy of Music 225

3. Other musical instruction. Res philharmonicae 226

VI. Theatrical School.

2. Organisation 227

3. Teaching staff, pupils, expenditure 227

CHAPTER XII. Museums

I. The Hungarian National Museum. .

A) Historical Survey.

1. Foundation of the Museum 228

2. Early organisation. The Count Palatine Joseph and the Museum 229

3. The Library, the archaeological department and picture-gallery . 229

4. The Museum under the charge of the Vice-gerent Council . . 230

5. The Museum after 1867. — Francis Pulszky in office as Director 231

INDEX OF CONTENTS XV

B) The present organisation and state of tlie National Museum.

1. The Objects of the Museum 232

2. Departments of the Museum 232

3. The administration of the Museiuii 233

4. The Museum-Board 233

5. The Library 234

6. The numismatical and archaeological department 235

7. The zoological department 235

8. The mineralogical and palaeontological department .... 236

9. The botanical department 236

10. The ethnographical department 236

11. Queen Elizabeth Memorial-Museum 237

12. The situation of the Museum 237

II. National Hungarian Museum of Pine Arts.

1. Historical Review 238

2. The Museum of Fine Arts 240

3. Expenditure 243

III. National Hungarian Museum of Decorative Arts.

1. Introduction 243

2. The purpose of the Museum 244

3. Exhibitions 244

4. The National «George R^th» Museum 246

5. Library; Photographic Department; Building; and expenditure 246

IV. The Superintendence of Museums and Libraries.

1. The National Association 247

2. The National Board 247

3. Superintendent-in-chief of Museums and Libraries 247

V. Protection of Art Memorials (Art Relics) 249

CHAPTER XIII. Theatres

I. Historical Retrospect.

1. Theatrical Art in the 17th. and 18th. Centuries 251

2. Theatrical Art in the beginning of the 19th. Century 252

3. The first permanent Theatres 252

XVI INDEX OF CONTENTS

II. Theatres of the present day.

1. The Royal Hungarian Opera House 252

2. The Budapest National Theatre 253

3. Other Budapest Theatres 254

4. Provincial Theatres ^ 254

5. State Subsidies to Theatres 254

CHAPTER XIV. Literature, Science and Public Education

1. state aid 256

2. Scientific and literary Societies. Shakespeare-Committee .... 256

3. Seismological institutes 256

4. Participation in foreign scientific movements 257

5. Institutions for public education 257

6. PubUc instruction out of school 258

7. Houses for popularisation of culture 258

8. Criticism (reviews) and sanctioning of school books 259

Chapter I

The Royal Hungarian Ministry of Religion and Public Instruction.

The National Board of Educa|.ion.

1. The Ministry.

The administration and direction of matters of Religion and Elducation in Hungary belong to the province of the Ministry of Public Instruction.

The statutes relating to the organisation of Public Instruction are prepared and carried into effect by ttie said Ministry.

The right of exclusive jurisdiction extends however only to the State Schools; with respect to parochial Schools, endowed Schools, those maintained by Associations, and private Schools the supreme administration — but in reference to denominational Schools the right of supreme Inspection — is exercised according to the autonomy of the Schools as well as in proportion to the measure of State assistance given.

The rights exercised by the State over the different grades of Schools are treated of in detail in the respective chapters.

The Royal Hungarian Ministry of Public Instruction exercises the central administration through the Minister, who has the assistance of two Secretaries of State, who act as substitutes for him when occasion requires.

The administrative duties are performed by the business department of the Ministry in the various educational sections, at the head of each of which is a ministerial- or departmental- Councillor.

CHAPTER I.

Besides the Presidential Department the Ministry has 10 Departments. The two first — I. and II. — are occupied with questions of Religion : — III. a. is the Department of Art : — 111. b. takes care of Museums, Literature, Science, and Free Instruction: — IV. Higher Education: — V. Secondary Education:

— VI. a. State Elementary Education and School Inspection:

— VI. b. The Training of Teachers: — VI. c. Infant Parochial and Denominational Schools: — VII. a. City Schools, and Girls' High Schools : — Secondary and Higher Commercial Schools — VII. b. Education of physiqally and mentally defective children:

— VIII. The management of episcopal property and endowments : — IX. The management of Estates of Ecclesiastical and Educational Fund : — X. Management of Teachers* Pensions and Relief of their widows and orphans.

The Ministry has besides a special consulting Architect, with three assistants, to make provision for questions connected with building.

The clerical Staff of the Ministry consists of six ministerial Councillors, ten departmental Councillors, eleven chief-clerks, twelve assistant chief-clerks, twelve senior clerks, fourteen junior clerks and eight probationary clerks.

Besides these there are employed in connection with the central Department two Chief Inspectors of School-Districts, one Classical-School Director, one School Master, one Director of High Schools for Girls, two Inspectors of teaching, one Subinspector of teaching, two Directors of State elementary Schools,

— one Teacher of agricultural evening Schools, one Teacher of Grammar Schools, one Master of Training Colleges for Teachers — and one Inspector General of higher grade Commercial Schools,

In addition the Ministry employs the services of an Audit Office, a Registry Office, a Dispatch Office, and Archives.

The expenditure of the central Administration amounts to 1,381,567 crowns per annum, including personal and all other working expenses.

The Ministry publishes an „ Official Gazette" appearing twice a month, with the object of making public ministerial ordinances, decisions on questions of general principle, competitions and other communications relating to the various branches of the service.

The executive agency and controlling medium of the central Administration is, with regard to the Secondary Schools, the Chief Inspectors of School- Districts; with respect to the Lower-grade Schools, the Inspectors of Schools.

In order to alleviate the burdensome work of inspection, and from the point of view of making the inspection efficacious, there are appointed: — for the High Schools for Girls, a special Ministerial Commission : — for the Higher grade Commercial Schools, and the Schools for training industrial apprentices, special Inspectors General: — and for the Teachers* Training Colleges a special Ministerial Commissioner.

The Minister, as occasion arises, take special measures for controlling certain Schools providing professional education.

The Members of the Hungarian Board of Education make annual visitations of the Schools, and present a report of their observations to the Minister.

2. The Hungarian Board of Education.

The work of the Hungarian Board of Education, which has its headquarters at Budapest, is to follow matters concerning Hungarian Education from the scientific and pedagogic points of view; and to give its opinion to the Minister on affairs which have been referred to the Board or on proposals made on its own initiative. With the exception of the administrative business of the Schools, its province extends to all questions of principle in School matters which appertain to Lower and Secondary Schools under the control of the Ministry of Public Instruction.

The Board, whose President is the Minister of Public Instruction, is directly subordinate to the Ministry. The Hungarian Board of Education consists further of an Acting-Chairman, a Vice-Chairman, a Secretary, twelve Referendary Councillors, and fifty ordinary Members at the most. The King appoints the Acting-Chairman and Vice-Chairman : — but the other members are each appointed for the duration of a period of five years by the Minister.

The Members of the Board are appointed from among public men who are occupied in scientific or educational pursuits, or professors and teachers of Schools belonging to the

CHAPTER I.

province of the Minister, attenlion being devoted as far as possible to country districts and the chief departments of Science. Clerks delegated from the central staff by the Minister also take part in the sessions, but do not exercise any right of voting, only the right of speaking.

The Vice-Chairman and Referendary Councillors each receive a fixed payment : — the ordinary Members . of the Board are only paid fees for attendance

The Secretary, who is a Director of some Stale School, is absolved from the duties of a Director during the period of this service.

The Chairmen, the Referendary Councillors and the Secretary constitute the Standing Committee of the Board of Education. In the said Committee the Vice-Chairman usually performs the work of the Chairman; he also arranges the spheres of work for the Referendary Councillors ; and, together with the Standing Committee, constitutes the special Committees, and also invites others as experts in technical questions. He also designates the Chairmen and Secretaries of these Committees, and controls the Office of the Board, for the work of which he is responsible.

The Secretary manages the Office, takes the minutes at the sessions, is the Referendary for foreign education, and otherwise takes part also in the work of the Board.

The sphere of work of the Standing Committee is as follows: a. — the management of those matters, within its own sphere of action, which the Minister refers to it for discussion : b. — to lay before the Minister a scheme of regular school visitations : c. — to make proposals to the Minister on the basis of its own observations in the interest of the development of public education : d. — to prepare agenda for the plenary sessions, providing for the preparations, the printing, and the apportionment of proper times for the Referendaries' work, and forming Committees for studying the different questions: e. — to work out the details of business on the basis of discussions in the plenary sessions, to submit the same to the Minister, and to make annual reports of their current labours to be presented to the Minister and to the full session.

The Standing Committee holds meetings at least twice a month, but the Vice-Chairman may convene it oftener in case of necessity, at a time outside the long vacation of the Schools.

The Board holds plenary sittings once annually on consecutive days, but the Minister may call it together -at any time whatever.

The Minister arranges the order of the day at the sessions of the Board, as well as the detailed order of business, and presides at the full session or delegates as his substitute the Acting-Chairman or Vice-Chairman. The Minister gives his approval to the minute-book, and gives directions to the Standing Committee for the carrying out of the decisions.

CHAPTER II. Infant Protection

I. Historical Review.

1. The first Infant Homes.

The first organisation of Homes for Infant Children was due to the encouragement given by the example of Countess Teresa Brunswick, during the first three decades of the nineteenth century. The idea of Homes for Infant Children was at that time almost unknown in the cultivated West, and only slowly gained ground on account of the backwardness of our social life at that period. Countess Teresa Brunswick only succeeded in arousing a more general interest when in 1825 the Constitution had been restored, and Count Stephen Szechenyi began to play his role of reformer in the creation of Modern Hungary.

Owing to this alteration of circumstances the first Home for Infants was founded at Buda in 1828, and was named by its foundress Countess Teresa Brunswick «The Garden of Angels» (angyalkert). The foundation of the first Hungarian Home for Infants is therefore contemporaneous with the opening of Infant Homes at Brussels and Lausanne, which took place in the same year.

2. The Association.

This noble example very soon aroused the interest of the highest circles of Society; and not only were several Homes for Infants founded in rapid succession, but in 1836 the ♦Association for the Propagation of Homes for Infant Children in

Hungary* was already established with Count Leo Festetics as its flrst President, whilst several prominent men took their seats in the Council, amongst whom was Louis Kossuth.

3. The first Training College,

This Association erected a Training College for Infant Home Mistresses; and began a general movement for the • extension of Homes for Infants. The first general meeting of Hungarian Teachers in 1848 included in its programme the cause of Homes for Infant Children, and worked out a scheme of organisation. When the budget of the Ministry for Public Instruction was presented by Baron Joseph Eotvos, the then House of Commons passed a resolution that the protection of Infant Children should receive joint legislative settlement with popular education. The tempest of the War of Independence swept away this project, and also in part those satisfactory results which had been obtained from the impulse of the Association ; for the 89 Homes which had been already working in 1848 were reduced to 52 within ten years.

It was only in the sixties that the cause of Infant Protection took a new lease of life, when in 1865 King Francis Joseph and Queen Elizabeth honoured the Association withdonations.

In 1868 Baron Joseph E6tv6s again included the protection of Infants in his legislative proposals connected with popular education. But in this instance Parliament ordered the subject to be introduced in a separate Bill. His death however deferred for a long time the legislative settlement of Infant Protection.

4. Froebel Associations.

By means of the above mentioned Association however were developed the Froebel Associations. The first Froebel Kindergarten was opened in 1869, and ofterwards in 1872 the «Ladies' Central Froebel Association*, which fixed the principles of instruction, and exercised a very beneficial influence on the Association formed with a view to increasing the number of Homes for Infants, which Association was reorganised in 1874 under the name of the « Hungarian Infant Protection Association. »

CHAPTER II.

These two Associations together with the « Ladies' Central Froebel Association* and the « Hungarian Infant Protection Association^, are even nowadays the centres of social effort developed in the interests of Infant Protection.

The first legislative provision concerning Infant Protection is contained in Act XXXII of 1875, concerning pensions of public Teachers, which deals with the qualifications of Infant School Mistresses.

5. State Homes for Infants.

Subsequently the State itself began to undertake the maintenance of Homes for Infant Children in 1876. When the first State Home for Infants was opened, there were already 215 Infant Homes in working order (founded partly on a sectarian basis) attented by 18.024 children under the tutelage of 315 Teachers.

From this time forward the State provided for Infant Protection with increased activity. A great influence was exerted on the legislative settlement of this cause by the Infant Homes Exhibition arranged in 1889 at Budapest, the opulent variety of which convinced everybody of the success hitherto attained by the cause of Infant Protection, and at the same time of its importance for the whole country. There were then already 703 Institutions working, with 829 Teachers, and a total capital exceeding 4,000.000 K.

6. Protective legislation for Infant Children.

Under such circumstances neither the State nor the Legislature could delay any longer the legislative settlement of Infant Protection.

Count Albin Csaky, at that time Minister of Public Instruction, prepared the Bill which as Act XV of 1891 on Infant Protection received sanction on April 28. 1891.

This Act raised Infant Protection, as an important factor of national culture and power, to the level which befits it ; it stated the obligation of establishing Homes for Infant Children, in connection with the compulsory attendance ot cliildren at such Homes ; the objects of Infant Protection and the means of attaining them, together with the sources of maintenance were thereby defined. The Training of Infant Home Teachers, the oversight and management, was naturally founded upon the duty of maintaining the Schools by the community, in harmony with the Elementary Education Act.

Whereas, however, on the basis of the law actually in force, and considering the compulsory maintenance prescribed in it, the cause of Homes for Infant Children does not advance in the degree to be desired commensurate with its native importance, furthermore too because the remuneration of the Infant Homes' Staff has yet to be settled, and besides since the legal status of the maintainer, as well as the bearing of the cost of maintenance, is a question concerning the participation of the State in the maintenance of such Homes, the Minister of Religion and Public Instruction has decided on the revision of Act XV, 1891, on Infant Protection; which revision has been already begun, and it may be hoped that the new Bill will soon be ready and pass into law.

IL The present Organsation of Infant Protection.

1. The objects of Infant Protection.

According to Act XV, 1891, the object of Infant Protection is to nurse and take care of children from 3 — 6 years old, to perfect the fundamental work of education, to develop their physical skill, intellect and temperament suitably with their age, and to help them forward thereby in their physical, mental and moral development. There is no place in Infant Homes for the tuition assigned to the elementary schools; but on the other hand it is a work of first importance to facilitate the task of Hungarianspeaking schools, existing in provinces where other idioms are spoken, in appropriating the Hungarian tongue, and to help on their general culture by these means.

2. Homes for Infant Children.

There are for this purpose 1. Infant Homes under the management of qualified mistresses or masters, 2. permanent Infant Asylums under the management of qualified persons, 3. so-called summer asylums for Infants.

Where any of the above-named Institutions exist, every parent is obliged to send his or her children from the ages of 3 — 6, of whom proper care cannot be taken at home, to the existing Infant Home, under penalty of a fine of from 20 filler to 1 K. The conditions as to what may be understood by proper care are defined in the regulations for carrying out the Act.

The political community is obliged to provide for the maintenance of Homes for Infant Children. With the foregoing, the obligation to send children to Infant Homes, as well as compulsory attendance at School and the establishment of Schools, contained in the Elementary Education Act, was made complete. Authorised maintainers of Infant Homes are the State, the religious denominations, legal corporations (Associations, Unions, Municipal Authorities) and certain private persons. Private persons are obliged to apply, for permission to establish an Infant Home, to the Royal Inspector of Schools.