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• The STUDENTST OF THE JESUIT ACADEMIE OF BUDA 1713-1777

  182-195

  Júlia Varga

  Views:

  104

  The study presents the historical sources, history, students, educational level and attendance of the Buda Jesuit Academy (1713-1777), the Pest Piarist High School of Arts (1752-1784) and the short-lived Pest Law School (1756-1771). These are so far hardly known institutions of higher education in Buda and Pest before 1777, which laid the foundation for the subsequent flourishing of higher education in the capital.

• A LAW SCHOOL IN THE 18TH CENTURY IN PEST AND ITS TEACHER, PAULUS LUCAS PERGHOLD

  31-60

  Béla P. Szabó

  Emese Újvári

  Views:

  185

  In the second half of the 18^th century, a special educational institution functioned in the city of Pest: the city managed a law vocational school for 15 years, where the professor who was applied by the city mainly taught Roman law and canon law. The study describes the history of the school with special attention to the life, teaching and scientific activity of the only professor of the school, Paulus Lucas Perghold of Carinthian origin.

• The "DARKEST FIELD’ OF MEDICINE: PSYCHOLOGICAL KNOWLEDGE IN THE CURRICULA OF THE UNIVERSITIES OF THE HABSBURG MONARCHY (1786–1830)

  78-103

  Janka Kovács

  Views:

  232

  In the second half of the 18th century, there appeared a growing interest in  Hungarian scientific discourse pertaining to the ‘sciences of man’, and especially psychology. Issues such as the place and function of the soul, its impact on the human body and the nature of mental disorders surfaced in the medical, philosophical and anthropological treatises of the age, whereas the treatment of the mentally ill posed new challenges and demanded answers hitherto unaddressed by medical authorities. However, in medical education, individual courses on psychiatry appeared relatively late, owing to the lack of an institutional background that would have provided the necessary amount of empirical cases and a training ground for physicians. In the Habsburg Monarchy, the first plans to the teaching of psychiatry were proposed only in the 1840s by the leading physicians of the principal asylums established in Vienna (1784) and Prague (1790). Nevertheless, psychological knowledge surfaced in medical education, taught as part of courses on physiology, pathology, medical police, and forensic medicine. As for psychological knowledge, these courses offered the basic outlines of the cognitive faculties, the concepts of feeling and volition, as well as the most common disorders of the soul. The article compares the curricula and textbooks of the three leading medical faculties of the Habsburg Monarchy, the universities of Vienna, Pest, and Prague. The main argument is that even though practical courses were introduced well into the nineteenth century, psychology – as a principally theory-based discipline – was already considered an important ‘auxiliary science’ in medical education.

• Az egyetemi és akadémiai ifjúság politikai szerepvállalása 1830–1880 között

  59 - 77

  László Szögi

  Views:

  247

  The Political Involvement of the University- and Academic Youth between 1830 and 1880. The institutional network of the higher education in Hungary was very diverse on the turn of the 18th and 19th century and in the first part of the 19th century. In the multi-national and multi-confessional country, 88 institutions provided higher than medium level education. Most of these institutions were related to the historical denomination but besides them several state higher educational institutions existed. We reported about the student movements of these schools in this paper. In the first part of the 19th century the Holy Alliance’s system prohibited the foundation of student movements, although, in most of the institutions, reading circles and literature student associations were formed in which the leaders of the future national movements played an important role. The period of the revolution and the fight for freedom of 1848–1849 was significant regarding the student movements as well, because at most universities the studentry listed their requests aiming not only the reform of student life but the social changes as well. After the defeat of the freedom fight it was not possible to form student associations for ten years. But from the 1860s the battle for the national language of higher education marked the Hungarian youth movements. After the Austro- Hungarian Compromise, the studentry’s activity decreased, although they spoke in some political questions. For example, in 1867–1877, during the time of the Russian-Turkish war, the students in Pest and Cluj- Napoca stood against the Russians and not the Turks. This action produced that the university youth got back 36 valuable medieval codices from the Turks which were stolen in 1526 from the Royal Library in Buda.