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Contents: EDITORIAL PREFACE INTRODUCTION 1. METHODOLOGICAL AND THEORETICAL CONSIDERATIONS 2. THE CONTEXT 2.1. The Linguistic Scene 2.2. The Political Scene 3. CONFESSIONAL SCHOOLS 3.1. Their General Features 3.2. Romanian Confessional Schools 3.3. Romanian Border Guard Schools 3.4. Transylvanian Saxon Schools 3.5. Roman Catholic Schools in Non-Magyar and Mixed Environments 4. THE SPREAD OF LITERACY 5. PATTERNS OF SCHOOL ATTENDANCE 6. REGULATIONS ON THE TEACHING OF HUNGARIAN AND THEIR ENFORCEMENT 6.1. Teaching Teachers Hungarian 6.2. The State Supervision of Non-state Schools 6.3. The Last Pre-war Years 7. STATE SCHOOLS 8. HUNGARIAN COURSES FOR ADULTS 9. TEACHING METHODS 9.1. Background 9.2. Speech and Mind Exercises - Problems 9.3. Reading and Writing - Manuals 9.4. The Status of the Mother Tongue 10. DIFFERENT EXPERIENCES 10.1. Reversing Language Shift 10.2. Szatmar Swabians and Their Schools 11. CONCLUSIONS 12. EUROPEAN PARALLELS ADDENDA BIBLIOGRAPHY PLACE-NAME INDEX
Agoston Berecz is a Doctoral Candidate at the Central European University, Budapest