DEVELOPMENT OF SCHOOL AND LANGUAGE –LITERATURE EDUCATION IN TRANSCARPATHIA IN THE SECOND HALF OF THE 19-TH CENTURY – BEGINNING OF THE 20-TH CENTURY

In this article the development peculiarity of school affairs and humanities are regarded in context of social-historical and culturelogical cases in Transcarpathia 19-th − the first half of of the 20-th century; the assessments of Ukrainian pedagogues and cultural and educational figures in organization of education-breeding process in national cases in Transcarpathian schools. It was the main factor of strengthening a national idea, human values in the region and joining them to the world culture acquirements. Development of school system and specifics of education in Transcarpathia in the second half of the XIXth century and at the beginning of the XXth century are conditioned by social and historical factors: incorporation of the region into Austrian empire and later intj the Austro-Hungarian monarchy, domination of the policy of denationalization in Transcarpathia. So far if after the revolution the conditions developed for opening of the schools on national principles and introduction into the school curriculum the Slav culture study, namely the literature of Slavic peoples , the formation of Austro-Hungarian empire which pursued the policy of magarization undermined national school and imposed school system with Hungarian language of teaching where the culture values of Hungarian people and partially Germans became dominating. In the condition of denationalization thanks to by conscious activity of the local patriotic -minded educators such as O.Dukhnovych, O. Pavlovych, I. Silvay, A.Repay, E.Sabov, M.Vrabel, E.Fentsyk, AVoloshyn etc, and the intelligentsia of Ukraine and Russia the Transcarpathia people got acquainted with cultural achievements of the Slavic nations , mostly with Ukrainian and Russian literature, they came in touch with Western European cultural values what became principal condition for assertion of national identity of the Transcarpathian Ukrainians, preservation of the unique culture and promotion of cultural development. Some Transcarpathian young fellows studied in Halychina, Slovakia, Pest and Vienna. They became the ideological leaders of the Transcarpathian people, advocated their national interests and popularized in the region the ideas of world culture. The author does not claim that this work presents complete and comprehensive settlement of the addressed problems. In particular, the questions of education and upbringing in the educational institutions of Transcarpathia are to be subject to further scientific study.