PECULIARITIES OF EDUCATIONAL POLICY OF AUSTRIA-HUNGARY IN TRANSCARPATHIAN REGION IN THE SECOND HALF OF XIXTH CENTURY

The article is devoted to the study of the development of education in Transcarpathia in the second half of the nineteenth century considering educational reforms implemented by Austro-Hungarian monarchy. It was found that the formation of Ukrainian national movement in Transcarpathia in the period named above was driven by several of internal and external factors. The internal factors include active educational activities of Transcarpathian cultural and public figures and teachers (A.Dobriansky, V.Dobriansky, A.Dukhnovych, A.Nehrebetskyy, O.Pavlovich), publication of works of national educational character. Among the external factors it's necessary to point out, the revolutionary events of 1848-1849, that seized whole of Europe and entered into the history as the “Spring of Nations”. In the first years after revolution the number of public elementary schools in which training was conducted in the native language, abruptly increased. In this article special attention has paid to the analysis of educational laws of Hungarian Kingdom in 1868, 1879, 1897. According to the Education law of 1868, the reorganization of the public schools assumed. They have started to include two courses – elementary school and higher public school. They could be created by public or private funds, belong to communities or churches. In public schools, all subjects studied in official Hungarian language. Church schools solved language question in education together with the community. The next educational reform of the Hungarian government in 1879 determined the state language policy, namely: the study of the Hungarian language in non-Hungarian primary schools was mandatory; even the post of teacher in elementary schools must occupy the person who possessing the Hungarian language; selection and use of textbooks in the teaching process determined by the Ministry. Next School Act of 1893 regulated learning of Hungarian language in schools where at least 20% of students considered it as a mother tongue. Hundreds of Ukrainian public schools became bilingual. During this period, the number of primary schools with Hungarian language of teaching abruptly increased and, accordingly, the number Ukrainian schools reduced. Although the local population dominated in the region in relation to the whole empire he constituted a minority. That was the driving factor in conducting by the Hungarian government the policy of denationalization in which education has become an instrument of Magyarization of Transcarpathian population.