Pradinių mokyklų lietuvių kalbos mokymo programos 1915–1939 metais

BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 VAIDA BUIVYDIENĖ Vilniaus Gedimino technikos universitetas LITHUANIAN LANGUAGE TEACHING IN PRIMARY SCHOOLS PROGRAMMES IN THE YEARS 1915–1939 KEY WORDS: Lithuanian language teaching; Lithuanian language teaching programmes; Lithuanian language teaching programmes projects; the structure of the programmes. INTRODUCTORY REMARKS In the first decades of the 20th century, when the ideas of structural linguistics of Ferdinand de Saussure and his pupils, that language should be examined as a system (Pupkis 2005: 49), prevailed in Western Europe, in Lithuania in 1901 Petros Kriaušaitis (Jonas Jablonskis)’s Lithuanian Grammar established the chosen written version of the norm – he carried out the main work of codification of the norm (Jablonskis [Petras Kriaušaitis] 1901), which J. Jablonskis had begun while still living in Mintauja (for more on the Mintauja period see Piročkinas 1977: 65–90; Čepaitienė 2010: 30–43). The abolition of the ban on the Lithuanian press created the conditions for the further development of the general Lithuanian language functions: the first Lithuanian Lithuanian language teaching programs (hereinafter – teaching programs) were created, school textbooks were written, their reviews were published, discussions were held in the press, and the term written language was created. In the 1920s and 1930s, several schools in Western Europe developed de Saussure’s ideas of structural linguistics, one of the most prominent being the Prague School. Prague linguists, consistently based on the teaching principles of F. de Saussure, developed a modern theory of language and established a specific methodology of language description, in which the concept of general language occupies an important place (Pupkis 2005: 49). The ideas of the Prague Linguistic School were spread by collaborators of the Journal of the Native Language, who had returned from studies abroad and had become acquainted with the latest directions of language research and standardization of that period. Therefore, the Lithuanian language was standardized and the general language functions were developed on the basis of clearly formulated standardization criteria (cf.: „Influenced by modern linguistics, especially the Prague Linguistic School, linguists began to take more and more into account the structural and functional nature of language.“ Zinkevičius 1992: 267). Thus, in the first decades of the 20th century, Lithuanian linguists were greatly influenced by the ideas of structural linguistics of F. de Saussure and his students and the structural approach to language phenomena – this is evidenced by the first works of J. Jablonski; and after the restoration of independence in Lithuania, the links of the collaborators of the Mother Language with the Prague linguistic school emerged, especially the theoretical insights about the common language were used. The criteria of purity and regularity, by which J. Jablonskis was guided, continued to be important, but standardization was differentiated, new evaluation criteria appeared, not everything was strictly corrected (for more see Zinkevičius 1992: 267). BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. During the First World War, and especially after Lithuania declared its independence, the issues of Lithuanian language teaching became extremely important in the creation and dissemination of the concept of national identity, when the aim was to establish the Lithuanian language as a state language and its functioning in society. The aim of this article is to examine the peculiarities of Lithuanian language teaching programs in primary schools in 1915–1939. Tasks: 1) to discuss the situation of Lithuanian language teaching at the time of the study; 2) describe the structure of the training programmes; 3) atskleisti mokymo programų panašumus ir skirtumus. The object of the study – the content of the curricula written in 1915–1939 (detailed ir lyginamos 4 oficialiai patvirtintos mokymo programos), lyginamoji mokymo programų analysis. The reviews of these programs in the press are also discussed. 1. LIETUVIŲ KALBOS MOKYMO SITUACIJA 1914–1939 METAIS The development of Lithuanian language teaching, like all education, was halted during the First World War (1914-1918). During the war, about 60 schools with their teachers retreated to the depths of Russia, mainly to larger cities: Moscow, Petrograd, Tambov, Voronezh, etc. The refugees were taken care of by the Lithuanian Society’s sections for war victims (Karčiauskienė 2002: 21; Pukienė 2008: 17–27; Buivydienė 2013: 68–69). In the years of German occupation, before the occupation authorities were formed and strengthened, Lithuanians started to create schools on their own initiative, in which all subjects were taught in Lithuanian. According to Zigmantas Zinkevičius, “[t]he expansion of education was not easy. There was a lack of teachers, textbooks, curricula, Lithuanian terminology for the subjects taught” (Zinkevičius 1993: 153). From 1917, and especially after the declaration of independence, educational societies were established in Lithuania, the Lithuanian press revived and began to spread again, and the Lithuanian magazine Lietuvos mokykla (Lithuanian School) began to be published (1918–1940). The Lithuanian Science Society took care of the school textbooks. For the first time in history, Lithuanian became the state language in 19221 (Zinkevičius 1992: 213). This greatly expanded the spheres and functions of the Lithuanian language (in schools, administrative, political, social, cultural and scientific fields). The establishment of the state language status first and foremost meant the state’s commitment to the language and to the main group of people and society who used it (Mikulėnienė 1998: 7–8; Pupkis 2005: 20; Vainiutė 2010: 25). According to Magdalenos Karčiauskienės, in interwar Lithuania the Ministry of Education did not strictly regulate school textbooks, but required them to be approved by the Ministry’s book publishing commission. It was allowed to use textbooks prepared at the same time by different authors for the same subject and the same school year (Karčiauskienė 2000: 41). Nepriklausomybę atkūrusioje Lietuvoje pradėta leisti daugiau ir geresnės kokybės lietuviš100 mg/dL. Issues of their improvement were widely discussed in the press (Jablonskis 1920; 1 The status of the State language was enshrined in the Lithuanian Constitution of 1 August 1922 (Zinkevičius 1992: 213). BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Lithuanian Language Teaching Programs in Primary Schools 1915–1939 | 3 1920a; 1922 and others. ; 1920, 1923 and 1924). In general, according to Eglė Paškevičiūtė-Kundrotienė (2009: 126), 1918 was the most productive year of textbook publication2. In preparation for the secondary school reform, the evaluation and review of textbooks became particularly active in 1925-1936. In 1929, the Ministry of Education issued directives proposing that the Commission’s reviews of teaching materials be published in the press, that textbook competitions be organized, and that a concerted effort be made to ensure that in the future textbooks for Lithuanian children would not lack the Lithuanian spirit (Lomanas 1930: 6–7). Reviews of already published and still to be published textbooks for schools and relevant articles on pedagogy, Lithuanian language, gausiai ir plačiai buvo skelbiami tuometinėje periodinėje Lietuvos pedagogų spaudoje: Švietieducation, culture mo darbas (1919–1930), Lietuvos mokykla (1918–1940), Tautos mokykla (1927–1940), kla ir gyvenimas (1921–1941), Mokykla ir visuomenė (1933–1936) ir kt. Mokymo darbas (1930–1940), Lietuvos mokykla (1940–1941), Lietuvos mokykla (1941–1942), Lietuvos mokykla (1942–1943), Lietuvos mokykla (1943–1944), Lietuvos mokykla (1944–1945), Lietuvos mokykla (1945–1946), Lietuvos mokykla (1946–1947), Lietuvos mokykla (1947–1948), Lietuvos mokykla (1948–1949), Lietuvos mokykla (1949–1950), Lietuvos mokykla (1950–1951), Lietuvos mokykla (1951–1952), Lietuvos mokykla (1952–1953), Lietuvos mokykla (1953–1954), Lietuvos mokykla (1954–1955), Lietuvos mokykla (1955–1956), Lietuvos mokykla (1956–1957), Lietuvos mokykla (1957–1958). “Professional teachers were educated, the content of the educational programs was established, original textbooks were prepared, the quality of which, compared to the beginning of the period, changed greatly: the entire educational system was united by educational goals and tasks, raising the spirit of the nation, morality, socialism, creativity,” says Jūratė Jagminienė (2013). The Lithuanian language grammar (1922)3 by Jonas Jablonskis had a great influence on the elementals and grammar of the interwar Lithuanian language in Lithuania. It became the knyga aukštųjų mokyklų studentams, gimnazijų mokytojams, mokyklinių vadovėlių automain science center. Other works of J. Jablonskis also influenced the standardization of the language: Syntax of the Lithuanian language, written and published in 1911 (Jablonskis [Rygiškių Jonas] 1911), and another book dedicated to the science of syntax, which appeared in 1928 – Linksniai ir prielinksniai (Jablonskis [Rygiškių Jonas] 1928). Since, according to Z. Zinkevičius (1992: 153), until J. Jablonskis syntax was probably the weakest area of Lithuanian language teaching, these works were very valuable and necessary for the authors of school textbooks. Not only J. Jablonskis felt the need for textbooks in Independent Lithuania, but many teachers and specialists in Lithuanian language began to write elementary textbooks, grammar books and reading books for schools. Some textbooks were repeated, updated, but many were written and new ones. There was a lot of discussion in the press, the textbooks were reviewed. As far as he could, J. Jablonskis reviewed textbooks for general education subjects, but he paid the most attention, of course, to elementary and mother tongue textbooks. 2 One of the reasons for the abundance of publications is the fixed sums of money for the work performed: fees for translators with full editorial staff – 75 Rub per page, for original writers – 112 Rub per 50 pages, for proofreaders – 8 Rub respectively (Paškevičiūtė-Kundrotienė 2009: 126). 3 After the Lithuanian Grammar of 1901, a Lithuanian Grammar signed by Kriaušaitis and Jon Rygiškis was published in the summer of 1919. Etymology. For our first higher education institutions. London: Harcourt Brace, 1918 (1919). According to Arnoldas Piročkinas, this book, signed by two pseudonyms that showed connections with the 1901 grammar, did not become popular for the following reasons: Vilnius was occupied during the period of publication and in 1922, three years later, an improved version of the grammar was published – Rygiškių Jono Lietuvių kalbos gramatika (1922). Etymology. For secondary educational institutions. Second edition. Vilnius: Švyturio kompanijos leidykla. BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Lithuanian Language Teaching Programmes in Primary Schools in 1915–1939 | 4 2. OVERVIEW OF LITHUANIAN LANGUAGE TEACHING PROGRAMMES IN THE YEARS 1915–1939 During the war, educators and linguists took care of teaching Lithuanian language. There is evidence that In 1915, two draft curricula were developed4. The knowledge of both programs provides J. Jablonskis5 in an article published in Lietuvos balsas (1915, No. 4) entitled “On the Lithuanian language program for our schools” (Jablonskis 1915 [1933: 57]). The article criticizes 1915. Lithuanian language programme for secondary educational institutions approved by the Ministry6 in March (Программа литовскаго языка для среднихъ учебныхъ заведеній). The article of J. Jablonskis emphasizes that this program approved by the Ministry of Education “has nothing to do with the draft of the programme, which was prepared by a group of our teachers during the summer holidays” (Jablonskis 1915 [1933: 57]). Thus, another lie was created-[1933: 57]). Therefore, another one was created lie-1933: 57]). Therefore, another lie-]) was created. Therefore, another lie-) was created. Therefore, was created another lielonskis does not comment and does not provide more precise data, the article indicates only the confirmed tuvių kalbos programos projektas, kuris, deja, nebuvo patvirtintas. Plačiau šio projekto J. Jab1915 program shortcomings: inappropriate textbooks (because of incorrect language and inappropriate school content criticized these textbooks: Mūsų Dirva, Reading Book, Juozo Damijonaičio Short grammar of Lithuanian language, Maironis's Short overview of Lithuanian spelling, etc.); regrets that nowhere in the program it is stated that “the teacher must be concerned in school first of all to bring to the fore the language of men – the laws and regulations of the language of men, that in school it is necessary to read and examine with the pupils especially those works and crafts whose language is beautiful, easy, and completely agrees with the laws of the language of men” (1915 [1933: 58]). Kritikuojama, kad mokymo programoje nurodyta per daug (net 40) lietuvių rašytojų (nuo In the 19th and early 20th centuries, there was no school in the village, and the children were taught in the village's own school. The program does not specify how many hours should be devoted to Lithuanian language, nor does it talk about the requirements for Lithuanian language teachers (Jablonskis 1915 [1933: 58]). So this review of the program is interesting and valuable in that it provides knowledge not only about two The textbooks recommended by Jablonski were not only written in a beautiful and correct language, their content was in accordance with pedagogical requirements, the program was intended to help teachers “to raise the laws of human language” (Jablonskis 1915 [1933: 58]), the textbooks’ reading texts had to be written in a natural, beautiful language (according to Jablonski, “writing in artificial language <...> should not have a place in a serious school”, 1933: 58), and the number of teaching hours had to be specified in the program. Some information about the unapproved draft of the Lithuanian language program of 1915 is provided in the issue 19 of the journal Vairas (LD 1915: 310). In a short anonymous message in the ra-19 number. In a short anonymous message in the ra-9 number. A brief anonymous report states that the Lithuanian delegation, whose representatives were Yčas7, Antanas Smetona and Stasys Šilingas, presented to the Minister of Education “a programme of Lithuanian language in secondary schools, drawn up by a group of Lithuanian teachers” (LD 1915: 310). The article discusses the situation of Lithuanian language teaching in schools, but does not comment on the curriculum itself. In 1919–1920, the school was also restructured, “which led to the creation of new programs” (Salienė 2009: 31). In 1919, the first issue of Educational Work was printed 4 Prior to these programs, two early 20th century Lithuanian language teaching programs, written in 1906 and 1909 (PLK 1906; LKP 1909). For more details see. 2011; Buivydienė 2013. 5 The article is signed by the Teacher's pseudonym. 6 The field of the Ministry is not specified. 7 Name not specified. It was probably Martynas Yčas (1885-1941). BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Lithuanian language teaching programmes in elementary schools 1915–1939 | 5 The provisional programme for elementary schools, which also published the four-year Lithuanian language programme for elementary classes (PMLP 1919: 10–11), see table 1. A year later, the Ministry of Education's draft reform of general education schools was published in "Švietimo darbas" (RP 1920). The draft reform also provided a curriculum of Lithuanian language (and world literature), which provided for the teaching of grammar, a brief overview of literary theory and writing (grades 1–48), an overview of the history of Lithuanian literature and the literary legacy of the early 20th century (RP 1920: 25–26). According to Vilija Salienė, this programme had its jamas lietuvių ir pasaulinės literatūros ryšys, netolygus gramatikos ir literatūros išdėstymas shortcomings, as it contained “insufficient focus points” (Salienė 2009: 31). The new curriculum of Lithuanian language and universal literature was approved in 1923, but it was not used for long (see table 1). In 1929, a new Lithuanian language and pasau-1 table was created). In 1929, a new Lithuanian language and world map was created. In 1929, a new curriculum of Lithuanian language and world literature was created, in which, according to V. Salienė (2009), comparatively more attention was paid to general issues of teaching and upbringing, scientific and practical recommendations for the teaching of Lithuanian language. The post-reform school program draft was published in 1937 (VMP 1937). This curriculum focuses on the common language, its development and its relationship with the local dialect of the students. Reduced some subjects (dialectology, comparative Indo-European grammar), not very related to the common language9. The grammar material was presented in a coherent and systematic way. So in a relatively short period of time, many different and different training programs have been written (see Table 1). TABLE 1. Lithuanian Language Teaching Programmes 1915–1940 Nr. Pavadinimas Bruožai / apibūdinimas 1. Programa litovskogo языка The Lithuanian для средних учебных заведений. "Jablonski's заведеній, 1915. language program for the middle school was approved in March 1915. review (1915: 57)". 2.The Lithuanian language created by the Teachers’ Club is program (Vailietuvių delegacija, kurios atstovai buvo Yčas, presented to the Minister of Education the "Lithuanian mentioned in Vairo, 1915, No. 19 (p. 310) as a draft language Antanas Smetona ir ras, 1915, Nr. 19). Stasys Šilingas language program in secondary schools established by a group of Lithuanian teachers". 8 According to this new curriculum, “three levels of general education schools were established” (RP 1920: 17): four-year primary education was introduced, replacing the twoand three-class primary schools, named the small (initial) according mokykla, antrasis laipsnis – vidurinioji (atitinka, pasak autorių, progimnaziją) ir trečiasis laipsnis – didžioji (atitinka, to the authors, the upper classes of the gymnasium) (RP 1920: 17). The new curriculum was prepared in accordance with the Elementary School Act issued by the Constituent Seimas in 1920, which established four-year compulsory primary education. In accordance with this law, in the villages there were mostly three-section primary schools, in the cities – two-set primary schools with four or five sections. The four-year compulsory primary school was introduced in stages due to the lack of a sufficient network. The school was supervised by a school inspector appointed by the Ministry of Education. In 1925, the Act on Primary Schools was amended. The centralized authority of the Ministry of Education was strengthened. Municipalities are left to take care of only the material affairs of schools. The new law stipulates that there may be primary schools and higher divisions. In 1936, a new Act on Primary Schools was issued (see Bukauskienė 1995 for more details). 9 See Salienė 2009 for more details. BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Lithuanian Language Teaching Programs in Primary Schools in 1915–1939 | 6 Nr. Pavadinimas Bruožai / apibūdinimas The program was prepared by employees of the (Educational Work, 1919, teachers Murka, No. 1). Ministry of Education (not named) and the program Vokietaitis, musician Tallat-Kelpša and painter Sclerus. 10 The program includes four years of Lithuanian language teaching. It includes topics on reading, storytelling, writing and grammar, as well as recommended textbooks and other teaching materials. 4. Lithuanian language (and world literature) program (Educational called grammar. Languages, 1920, No. 6–7). kymas (I class) begins with of school, it is recommended to learn all parts of speech, major work, presented in a concise form, the whole language course is phonetics (vowels, consonants, diphthongs). During the first year sentence parts, secondary sentence parts (short), main and secondary sentences. In the second and third years, all parts of speech, sentence parts and sentence types must be examined. The fourth year is devoted to the history of the language (The most important historical moments of our writings (a brief historical overview of those moments, p. 24). In the fifth grade, it is proposed to repeat and deepen language knowledge, briefly introduce dialects. In the sixth and seventh grades, language topics are no longer assigned. 5. Lithuanian language and universal lite-Nauja: literary program, Kaunas, 1923. universal literature combined with Lithuanian theory illustrated with examples of literary texts, literature literature according to genres. 6.The material of Lithuanian language and world lite-Grammar is detailed, specific aspects are the basics of comparative Indo-European historical grammar must be distinguished: paratura program, Kaunas, 1929. for the eighth grade, taught. A more comprehensive program of Lithuanian literature is presented. 7.Lithuanian language and literature Attention is paid to the (project) (Middle Schools in Lithuanian dialect. Grammar material is gai. The program focuses on stylistics, spelling subjects Kaunas, punctuation. Stylistics includes a number of subjects of the lexical language, its history and relationship with the pupils’ mother tongue presented in a coherent, systematicschool programs (projects), 1937. are explained separately from morphology topics, along with course (for example, in the third grade, borrowed and foreign words), language subjects siejami su kalbos istorija. 8. Primary school Lithuanian cal-I–VI programmes12. The basic programme (Primary school according to three programmes. Themes of the Ministry of Education; Chapters project), Kaunas, number of hours per week (from 8 to 5 refers only to the material itself. Its grouping and planning is 11 a teacher’s prerequisite” (p. 10). programme themes of chapters I and II are divided into the activities (speaking, reading, writing) and environmental II-VI – speaking, reading and writing. Specify approved hours per week). Pasta1939. bose explains that “the program 101112 10 Names not mentioned in the source. 11 Pagal šį projektą 1940 m. buvo išleista jau patvirtinta Pradžios mokyklų programa (PMP 1940), jos Žodyje mokytoit states that the project programme has been somewhat narrowed (p. 7). school time. The law on primary 12 Steigiamasis Seimas 1920 m. išleido Pradžios mokyklų įstatymą, kuris nustatė ketverių metų privalomos pradinės schools was amended in 1925. It provided that there may be primary BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Lithuanian language teaching programmes in primary schools in 1915–1939 | 7 Thus, in 1915–1939 the teaching programmes for primary and secondary schools were developed intensively. From the data of Table 1 it is clear that the programs highlight a certain structure of the language course: phonetics, morphology, syntax, spelling, stylistics, language development. Of course, the training programmes differed in terms of volume, layout of the material, distribution of topics. The 1937 curriculum reduced the number of subjects that were less related to the common language and its teaching: less dialectology and, compared to the 1929 curriculum, less comparative Indo-European grammar. In 1937, the program focused on the course of stylistics, language subjects related to the history of language and language development. Writing works in the educational programs are called essays. 3. LITHUANIAN LANGUAGE TEACHING IN PRIMARY SCHOOLS IN THE YEARS 1919-1939 ANALYSIS OF PROGRAMMES The provisional curriculum for primary schools, published in 1919, was important for language teaching and for primary school teachers and textbook authors (see table 2). It was the first four-year Lithuanian language program for elementary classes. The program presents quite detailed topics of conversations (for example, the topics of first-year conversations: class, students, teacher, school, home and other such objects or pictures of them seen by children; four countries of the world, their perception at school, at home and elsewhere, etc., p. 10), reading, writing, storytelling tasks (e.g., reading and examining short stories, stories, fairy tales of light content. Conscious retelling of what is read and recitation of easy poems and fairy tales from memory – in the second year, p. 10). The subjects of linguistics are spread over all four years, and each year the language knowledge is deepened – thus the teaching is concentrated (see table 2). TABLE 2. 1919 Themes of Lithuanian Language Teaching in the Provisional Programme of Primary Schools1314 Skyrius Fonetika (tartis) Morfologija (rašyba) Sintaksė (skyryba) Kalbos dalys I Vowels, (10 lessons notation, diphthongs consonants, their capitalper week14) timas. Tariamasis „i“, softener ‘i’; long and short vowels and their retention in pronunciation. Sounds (p. 10) of schools and with higher sections. The law on primary schools was adopted in 1936, and it maintained and words, hardness ss and softness understands and lowercase letters (p. 10). syllable, sound-sentences (p. 10). the six-year primary education (Bukauskienė 1989: 10). The formulation and spelling of the 13 topics here remains the same. 14 Number of lessons per week in a four-year elementary school with four classes (PMLP 1919: 21). BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Lithuanian Language Teaching Programs in Primary Schools in 1915–1939 | 8 Skyrius Fonetika (tartis) Morfologija (rašyba) Sintaksė (skyryba) Kalbos dalys II Sound. Word, (9 lessons Vowels nouns, their syllable, letter and diphthongs; kinship in the Period, question 10). exclamation Sentence, (p. 10). sentence examination week mark, Verbs, their mark, comma times, (p. 10). parts Nouns, būdas interrogative consonants solid, mais, without terms. (births) and numbers. non-continuants (p. numbers, person, imperative and predicative clauses (p. 10). III (Lesson 6 Parts per week) and Linksniuojamųjų kalbos ends nasal parts y, e, ė, o, a. mas Writing wordlets nei, nei, nei (p. 10). Sakinys ir jo dalys, of the sentence. names; no, and inline Conjunctive Personification and (p. 10). Verbs in Linksniuojamosios kalFunny. direction Linksniuotės. words. A verb. sentences and adjectives without participants. trunks and limbs a—o -i, e -ė, i -y, u—ū. Participants, their tenses, spelling of endings, pronunciation of participants in native and written dialect. Adverb; its spelling. Prepositions and unions. Prepositions and prepositions. Adverbs el, ėl, yn, in, ūn, ing (p. 10). IV Word (Lesson 4 prefix, Participants, composition; suffix, time, paper week) enriched words. Common (and (p. 11). circumstance place, manner, ending. Parts of the adjective) Words Supratimas sudėtinių, use of compound, main, secondary sentences and distinctive signs (p. 11). words – all parts of speech and their genders. Continuous and cause, purpose. participants, semi-participants. sentence, several affiliation in words are expressed. (p. 11). From the topics presented in the curriculum it is clear that the organizers recommend in the first section of elementary school mainly to teach writing and reading, recognizing and distinguishing vowels, consonants and diphthongs. It is proposed to teach uppercase and lowercase spelling. From the second year, the program already provides language and sentence parts teaching topics and continues the topics started in the first year: vowels, consonants and diphthongs are taught. In the third year – spelling, punctuation rules and further teaching of speech and sentence parts. In the fourth year, it is recommended to teach word parts, more complex cases of sentence parts, all languages are repeated BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Lithuanian language teaching programmes in primary schools 1915–1939 | 9 parts and also provides topics for teaching participants, participants and semi-participants and communication. It can be seen that the proposal is to teach in concentrations, for example, in the second year sentence parts are examined without terms, and in the third and fourth years it is indicated to teach and terms, introducing to the parts of the language is also proposed gradually. It is possible that the authors of the curriculum were also familiar with the Lithuanian language curriculum created by J. Jablonski in 1909, since there are similarities (see table 3). TABLE 3. Years of themes of Lithuanian language teaching Mokymo programmes in primary schools in 1909 and 1919 per week John Bennett (1909). per week 1919 Pamok. program I3Vowels and consonants. 10 Language, sentences, words, syllables, sounds, Prefix softening before ą, o, ų sounds notation, capital and minor (and ą, ų, Use of í and y, as well as ú, e, ě. Vowels, hardnessDiphthongs (ai, ei, au, ui) ie, uo. Pronunciation ą, ę, ów (in the dialect of softened "i."; long and short). vowels Splitting words into from one row to another. Lowercase and uppercase letters. 1 (1st ed.). ū). letters. diphthongs and consonants, their mo and softness understanding. the students and in the books "i" and and their retention when pronouncing syllables and moving them (p. 10). II 3The sentence and its parts. Words denoting an object, its mode and solid, action. soft, continuous and and pronouns Nouns, adjectives, their and numbers. Verbs, their Pronouns, tense, imperative and taAdjective, its genitive, numerals, verb endings parts with questioning questions without terms. prijatelj with nouns). Period, Verb, ypatos and tenses (ordinary) ways of saying. Priešdėlis, jo rašymas drauge su žodžiu ir skyrium. Use of ą, ę, į, ų in the most important instances (in the middle and at the end of the word). Use of periods, question marks and exclamation marks in the most important cases, colon (before a row of words of the same kind and foreign language), commas (when introducing foreign words), paragraph. 9Sentence, word, syllable, sound, letter. vowels and diphthongs; consonants discontinuous. Nouns, numerals, genus genus endings with questions. (births) replacing nouns. numbers, personal, reconciliation with noun verbs. in the Sentence; examination of sentence (adjectives are conjugated with sims, question mark, comma (p. 10). BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Lithuanian language teaching programmes in primary schools in the years 1915–1939 | 16 Thus, the topics of grammar are included in the topics of writing and reading. In addition to the writing topics, morphology and punctuation are explained, even phonetics topics of the second year are presented as writing subjects: Difference between sound and letter. The practice of finding the pronounced syllable of the word by hearing (PMPP 1939: 6). And teaching reading topics encourages attention (when reading) to punctuation. The language topics presented in the columns of Table 4 show that almost all the basics of the language course must be taught during the first three years of education, with the fourth year being the year for deepening and expanding language knowledge. In the first year, the focus is on correct pronunciation, spelling and punctuation. In the second year, in the opinion of the authors of the program, regular pronunciation should be further developed, the basics of correct spelling are taught, phonetics is taught and the accentuated syllable is established. In the third year, it is important to develop the correct pronunciation of general language, further it is proposed to teach more complex spelling cases, introduce the parts of the word, teach parts of the speech, Ketvirtaisiais metais jau nėra tarties ugdymo temų, tačiau kartojamos išmoktos fonetikos begin to teach punctuation and parts of the sentence. topics and introduces the verbs and adverbs. The program provides topics for repeating learned parts of the language (deepening knowledge about them, teaching other parts of the language). Next are the punctuation and syntax training topics. In the fifth year, the language teaching topics are limited: mainly repetition (phonetics, parts of speech and spelling). New topics: language and writing, dialect and common language. In the sixth year, teachers should focus on syntax and punctuation (punctuation of compound and continuous sentences, direct and indirect language; repetition of spelling rules). In the fifth and sixth years, the program creators devote more of the program topics to literary theory and history. TABLE 5. Distribution of subjects in the Lithuanian language programme for primary school Skyrius Temos Chapter I Treaty: 1. Comparison of major language defects in children. 2. Distinction of long and short vowels by hearing. Spelling, punctuation: 1. Capital letters after a dot and in names. 2. y, i; ū, u writing in the word. 3. Nasal in the limbs. 4.Word lifting from line to line. Chapter II The Council: 1. Developing clear and loud speaking. 2. Pronunciation of long and short vowels and diphthongs. Spelling: 1. Long vowels. 2. Bilingual. 3. Compound consonants. 4. Softness sign i before vowels. 5. Distinction of pairs of harsh consonants. 6. Nasal in the root of the word. 7. capital letters. BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Lithuanian Language Teaching Programmes in Primary Schools in 1915–1939 | 17 Skyrius Temos Phonetics, pronunciation: 1.The difference between sound and letter. 2. Vowels, consonants, diphthongs. 3. The alphabet. 4. Determination of the accented syllable. Parts of speech: 1. Grouping of words according to questions. 2. Noun, adjective and verb. 3. Fun by questions. Chapter III The Council: Proper pronunciation of common language sounds. Spelling: 1. Spelling of prefixes. 2. Spelling of prefixes. 3. Spelling of adverbs. 4. Spelling of words with sound combinations. 5. Spelling of compound words. The Nose Letters. Word formation: 1. Variable and unvariable words. 2. Parts of the word. Parts of speech: 1. Noun, adjective, pronoun, numeral. 2. Their kinds, genera, numbers, verbs. 3. Funny things. 4. Verb, its persons, numbers, tenses. 5. Direct consequence of personalisation. Punctuation, syntax: Point 1. 2. Question mark, exclamation mark at the end of sentence. 3. Factor and preposition. Chapter 4 Phonetics, pronunciation. Repeat: 1. Vowels, consonants, diphthongs and their types. 2. Kirtis ir priegaidė. Word formation: repeating parts of a word. Parts of speech. Repeat: 1.Variable parts of speech (conjugated with noun genders, personified – verb with all conjugations, conjugated tenses and conjugative genders). 2. Participants. 3. Participants. 4. Participants. 5. Invariant parts of language. Spelling: Participants and their spelling. BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Lithuanian Language Teaching Programmes in Primary Schools in 1915–1939 | 18 Skyrius Temos Syntax (sentence parts), punctuation: 1. Ištisinis sakinys. 2. Factor and preposition. 3. Subordinate sentence parts. 4. Comma in continuous sentence. 5. Compound sentences. 6. Simple cases of the comma in a compound sentence. 7. Direct language, training to use it. Chapter V Phonetics: Repetition. Parts of speech: Repetition. Writing: Deepening outgoing subjects. Other: 1. Language and writing. 2. Dialect and common language. Chapter VI Syntax and punctuation: 1. Complete sentence and its parts. 2. Compound sentence and its types. 3. Direct and indirect language. 4. Divorce. Writing: Deepening of spelling subjects. When calculating the percentage of subjects for all six years, it is clear that in primary school Lithuanian language teaching focused mainly on spelling and parts of speech (see Figure 2), as well as punctuation and syntax. Other topics (consonants, phonetics and word formation) have fewer topics in the program. 2 PAV. 1939 Percentage ratio of subjects in the Lithuanian language curriculum in primary schools BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Comparing the data presented in the diagram of Figure 2 with the diagram of topics of the 1919 programme (see Figure 3), the following differences are visible: in the new programme much more attention is paid to ra3 PAV. Comparison of the subjects of the šybai, skyrybai ir tarčiai. Yra kirčiavimo temų, kurių nebuvo 1919 m. programoje. Lithuanian language teaching programmes in 1919 and 1939 Thus, the 1939 programme, prepared when the six-year primary education was approved, was already different from the previous programmes, so it is obvious that new textbooks corresponding to the programme were also needed. The structure of this program shows the following structure of Lithuanian language teaching in primary schools: spelling, parts of speech, syntax and punctuation, word formation, pronunciation, phonetics and pronunciation. CONCLUSIONS From 1915 to 1939, educational societies were established in Lithuania, Lithuanian press was rapidly published, and the Lithuanian Science Society began to take care of school textbooks. In kalbos vartojimo sritis ir funkcijas išplėtė lietuvių kalbai suteiktas valstybinės kalbos statusas. 1922, the writing of Lithuanian textbooks, programs and reviews was halted by the First World čiau jau 1915–1917 m. buvo sukurti net du lietuvių kalbos mokymo programų projektai, War, when the guidelines for teaching Lithuanian language began to emerge. The textbooks were written on the basis of officially approved primary school curricula (1919 and 1939): in 1919, the Lithuanian language curriculum for primary schools was prepared for four years of schooling, focusing mainly on teaching the parts of the language, but there were also many other topics (word formation, syntax, spelling, pronunciation, phonetics and punctuation); In 1939, the curriculum was six-year, with new subjects such as pronunciation and other subjects such as spelling, punctuation and pronunciation being taught in more detail. BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. Lithuanian Language Teaching Programmes in Primary Schools in 1915–1939 | 20 The themes of the Lithuanian language curriculum of 1939 show the already established structure of Lithuanian language teaching in primary school (spelling, parts of speech, syntax and punctuation, word formation, pronunciation, phonetics and pronunciation); it was also reflected in the Lithuanian language textbooks of the time. In 1915–1939, Lithuanian language teaching programs and their reviews played the role of disseminating general language functions and introduced criteria for the development of general language. The study of the programs and their reviews revealed the concept formed in that period that primary school Lithuanian language textbooks a) must be written in proper language (criterion of language purity), b) must be understandable to children (criterion of clarity), c) teach correct spelling and pronunciation (criterion of correctness), – and thus develop common language. ŠALTINIAI Jablonskis J. [Petras Kriaušaitis] 1901: Lietviškos kalbos gramatika, Tilžė: spauzdinta pas Otto v. Mauderode. Jablonskis J. [Rygiškių Jonas] 1911: Lietuvjų kalbos sintaksė, Seinai: „Šaltinio“ knygynas. Jablonskis J. [Mokytojas] 1915 [1933]: Dėl lietuvių kalbos programos. – Lietuvos balsas 4. Jablonskio raštai 2. Švietimo reikalai. Red. J. Balčikonis, Kaunas: Švietimo ministerijos leidinys, 57–58. Jablonskis J. [R. J.] 1920: A. Jakučionis. Kelias į šviesą, skaitymo ir rašymo mokslas. Aštuntas pa-[R. J.] 1920: A. Jakučionis. Kelias į šviesą, skaitymo ir rašymo mokslas. Aštuntas pa-1920: A. Jakučionis. Kelias į šviesą, skaitymo ir rašymo mokslas. Aštuntas pa-ionis. Kelias į šviesą, skaitymo ir rašymo mokslas. Aštuntas pataisytas leidimas. Kaina 3 auks. 50 sk. Tilžė, 1920. – Švietimo darbas 10, 45–57. Jablonskis J. 1920a: J. Damijonaičio „Lietuvių kalbos gramatika“. – Lietuva 164, 2–3; 165, 2. Jablonskis J. [Rygiškių Jonas] 1922: Lietuvių kalbos gramatika: vid. mokslo įstaigoms. 2-asis leid. Kaunas; Vilnius: „Švyturio“ b-vė. Jablonskis J. [Rygiškių Jonas] 1928: Linksniai ir prielinksniai ir jų vartojimas mūsų kalboje: jų vartojimas mūsų kalboje, Kaunas: „Sakalo“ b-vė. LD 1915: Lietuvių delegacija in žm. šviet. ministerį. – Vairas 19, 310. LKP 1909 Lietuvių kalba žemesniosiose mokyklose ir lietuvių kalbos mokytojai. – Mokykla 2, 1–2. Lomanas P. 1930: Pradžios mokyklų įstatymai. Taisyklės, instrukcijos, aplinkraščiai ir programos, Kaunas. Murka J. 1920: Atviras laiškas A. Jakučioniui. – Mokykla ir gyvenimas 4 (viršeliuose). Murka J. 1923: Mašiotas Pr. Ašakaičio abėcėlė. Tilžė, 1921. – Švietimo darbas 3–4, 268–270. PLK 1906: Pavyzdinis lietuvių kalbos mokymo programas žemesnėms ir vidutinėms mokslo įstaigoms Vilniaus, Kauno, Gardino ir Suvalkų gub. – Vilniaus žinios, 1906, gegužės 10 (23), Nr. 99 (417), 1. PMLP 1919: Interim Programme for Primary Schools. – Educational work 1 (appendix). PMP 1940: Pradžios mokyklos programos, Kaunas: Lietuvos Respublikos švietimo ministerijos knygų leidimo komisijos leidinys. PMPP 1939: Primary School Programmes. Project approved by the Ministry of Education. Kaunas: „Šviesos“ spaustuvė. RP 1920: Lithuanian language (and world literature). General Education Schools of the Ministry of Education. The reform project. – Educational work 6–7, 24–25 1937: High School Programs (projects), Kaunas: "Spindulio" company press. LITTERACY Buivydienė V. 2011: Teaching Lithuanian at the beginning of the 20th century: the first Lithuanian language teaching programs and textbooks of that period. – Latest research on languages and cultures. 4, Vilnius: European Association of Researchers on Languages and Cultural Dialogue; UAB 223. BENDRINĖ KALBA | 88 (2015) www.bendrinekalba.lt ISSN 2351-7204 Vaida Buivydienė. 21 Buivydienė V. 2013: The content of the textbooks of the mother tongue in the schools of the first half of the early 20th century and the features of language standardization. Doctoral dissertation, Vilnius. Bukauskienė T. 1989: Lithuanian School and Pedagogical Thought 1918-1940 Vilnius: LTSR liaud. Education M-ja. Bukauskienė T. 1995: Lithuanian School and Pedagogical Thought 1918-1940, Third, Supplemented Edition, Vilnius: Leidybos centras. „Petro ofsetas“, 183– Čepaitienė G. 2010: Jonas Jablonskis – bell-bearer (Mintauja, going to the bell). – 30–43. Language Culture 83, Jagminienė J. 2013: Intelligents – the first authors of Lithuanian textbooks. Accessed online: http:// www.bernardinai.lt/straipsnis/2013-02-08-jurate-jagminiene-inteligentai-pirmieji-lietuvisku-vadoveliu-autoriai/95146 (accessed 2013 04 17). Karčiauskienė M. 2000: Development of Lithuanian Elementaries. 11-75. Karčiauskienė M. 2002: Lithuanian School and Development of Pedagogical Thought: 1863–1918 – Lithuanian School and Pedagogical Thought. – Kaunas: Šviesa, 2002. Second half of the 19th century–beginning of the 20th century. Anthology. Sud. M. Karčiauskienė, Kaunas: Šviesa, 9–25. Mikulėnienė D. 1998: Status of the State Language de jure and de facto: problems of its implementation and management. – State language and integration (Estonia, Latvia, Lithuania): thesis of seminar, Vilnius, 7–8. Paškevičiūtė-Kundrotienė E. 2009: LMD publishing activities. – Scientific and Technical Development 1(1), 124138. Piročkinas A. 1977: At the Origins of the Common Language: The Life and Works of J. Jablonskis 1860–1904, Vilnius: Science. Piročkinas A. 2011: A thorny path accompanied language to school (2). – Journal of Educational Research 1 (445), 5–11. Pukienė V. 1994: Lietuvių švietimo draugijos XX amžiaus pradžioje (1906–1915 metais), Vilnius: A. Varno personal company. Pupkis A. 2005: Language Culture Studies, Vilnius: Gimtasis žodis. Salienė V. 2009: Development of Lithuanian language didactics, Vilnius: Vilnius University of Education. Vainiutė M. 2010: Status of Lithuanian as a State Language: Main Aspects. – Case-law 4(122), 25-41. Zinkevičius Z. 1992: History of Lithuanian Language 5: The Rise of the Common Language, Vilnius: Mokslo ir enciklopedijų leidykla. Zinkevičius Z 1993: Eastern Lithuania in the Past and Now, Vilnius: Mokslo ir enciklopedijų leidykla. Gauta 2015 04 07 Adopted on 25 September 2015