Full text: Elementarisierung im Schulbuch

since the First World War, were created, and it was: „to manage the entire public teach- 
ing process, to improve general, professional and scientific education of Serbian people, 
as well as to supervise all public and private schools‘”. The Ministry of Education was 
not sufficient for the realization of that task, but it was necessary to form another profes- 
sional body — the Main Education Council, whose way of working and whose sugges- 
tions would show the direction to „general and professional and scientific education of 
the people”. Those who were organising the future of Serbia realized that in time. The 
main ideologist of educational reforms, Mr S. Novakovic, made a step forward into the 
contemporary society in 1880 when he decided to found the Main Education Council 
and launched the Educational Herald, as his body’, together with the enactment of the 
Law on the Organization of the Ministry of Education. 
Thus legal basis and foundations were made for the forthcoming modernization of 
education that will be announced by enacting the Law on obligatory primary education 
at the beginning of 1883. The preparation and the enactment of this law, Novakovic’s 
law as people called it, raised a crucial issue of the conception of education policy that 
included the reform of education system. By pondering over this important issue for a 
long time (since the beginning of 1873) and with the help of precious teaching and scien- 
tific experience he had gained by then, S. Novakovic, unlike many of his contemporar- 
ies, was able to understand the importance of educational reforms for Serbian country.‘ 
One also has to bare in mind the fact that the level of development and the financial 
possibilities of Serbian society’ ofthe time put before Novakovic the key methodological 
question: how to conduct ambitiousiy devised reforms? The decision was not an easy 
one, and Novakovic was aware of that. The choice was not big either. There were two 
solutions before him. The first one anticipated overall reforms on all levels of education 
for which basic preconditions were not fulfilled in Serbia of the time. Novakovic under- 
stood all that very well and suspected a negative epilogue in case of such an undertaking. 
The second solution that Novakivic chose, a slower and more realistic one, anticipated 
reforms of education by stages over a longer period of time. The choice of the second 
approach was not accidental. Novakovic used to stay in Western Europe so he closely 
followed all that was happening in this area „among more advanced people” (Germany, 
Austro-Hungry, and France) and he realized that a contemporary education system was 
not something that could be achieved over one night, but rather by working painstak- 
ingly and patiently, by animating all the participants included in the teaching procedure, 
One of the most important tasks of the Minis 
cations of schoolbooks. Besides the quoted 
tion.were literary and scientific societies, 
coordination with Archpriest Synod. 
Standing examining board for professors who 
How i i i 
nn of education for a country is best described by his own words: 
In order to realize that Serbian schools were i 
report submitted to the minister of the time, 
S. Novakovic wrote, 
Herald, 1880, 15-16. 
try was the introduction of educational curriculum and publi- 
examples, under the jurisdiction of the Ministry of Educa- 
eulture facilities, as well as ecclesiastical affairs conducted in 
were taking their exams was also at the Ministry of Educa- 
n unsatisfactory conditions one should refer to Novakovic’s 
ee Mr S. Boskovic, on 23" July 1879. Our secondary school, as 
15 less European and cosmopolitan by the way it uses as a whole, The Educational 


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