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Veres, Zoltán

A pénzügyi fogyasztóvédelem egyes alapkérdései. Jogdogmatikai, történeti,rendszertani alapok jogalkalmazási és metajurisztikus kitekintéssel

Nagy, Zita Barbara

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Balczár, Ida Anna

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Lipták, György

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Nagy, Zóra Annamária

Magyarországon előforduló vitis sylvestris c.c. GMEL. populációk felkutatása, ex situ megőrzése és összehasonlító vizsgálata molekuláris markerek segítségével = Quest for the vitis sylvestris c.c. gmel populations of hungary, ex situ conservation and comparative analysis by molecular markers

Klagyivik, Mária

SZENT ISTVÁN UNIVERSITY
OPEN SPACES OF EDUCATIONAL INSTITUTES IN HUNGARY 
1868–1945
Main findings of the PhD thesis
MÁRIA KLAGYIVIK
GÖDÖLLŐ
2018.
Doctoral school: Szent István University
   Doctoral School of Landscape Architecture  
   and Landscape Ecology
Research field: agricultural engineering
Head of the 
doctoral school: Dr. László Bozó
   Professor, DSc, MHAS
   Szent István University
   Faculty of Horticultural Sciences
   Department of Soil and Water Management
Supervisors:  Dr. Kristóf Fatsar
   Professor, PhD habil.
   Szent István University 
   Faculty of Landscape Architecture and Urbanism
   Department of Garden Art and Landscape Techniques
   Dr. Péter István Balogh
   Professor, PhD, DLA
   Szent István University 
   Faculty of Landscape Architecture and Urbanism
   Department of Garden and Open Space Design
The applicant has met the requirements of the PhD regulations of the Doctoral 
School of the Szent István University, and the thesis has been accepted for the 
defence process.
...........................................................
     Head of Doctoral School
..........................................................      ..........................................................
             Supervisor      Supervisor
STUDY OBJECTIVES
School open spaces are special examples for how complex approach and 
the involvement of several relevant disciplines are needed for landscape 
architecture of today to carry out open space planning. The research aimed 
to deepen this issue by examining the history of school open spaces, the 
beginning of the recognition of their significance and their evolution between 
two milestones, 1868 and 1945.
The main aim of the research was to give an overall knowledge of the 
situation of school open spaces in the era. In addition, I examined the evolution 
of the establishment of school open spaces and also of their functions, types 
and inner layout. I aimed to find out whether general rules, samples, norms 
existed or not and also what kind of plants were used in the schools. A further 
objective was to compare the institutes that functioned only as schools with 
those that also included residences for children, moreover, to compare schools 
in different locations. I also tried to find out when and how school open spaces 
became a subject for garden designers. 
SOURCES OF RESEARCH, METHODOLOGY
The complexity of the theme requires a research method with multi perspectives, 
therefore I approached the topic with a methodology defined by Kozlovsky 
who suggests both design-centred and child-centred approach in the research 
of children’s architecture. I examined school open spaces equally as products 
of (garden) design and from the point of view of social history, educational 
history and educational policy. As a result, the values of school open spaces 
can be defined not only as architectural ones, but as the relics of social and 
educational development of the era and also of political effects.  As a historical 
research, my work was based on the period documents. The backbone of the 
research were the periodicals in different related topics, printed books and 
other publications of the period on the one side, and design plans of schools 
and archive photographs, postcards on the other side.
 Based on these, I revealed the factors determinig open spaces in national 
and international context, and I determined the characteristic features and 
changes of school locations and the layout of school open spaces in three 
groups (schools in cities, schools in villages and schools with residential 
function). The historic topography of military schools of the period, which 
were institutes with the most complex open spaces at this time, was made as 
a case study, which gave additional results in connection with schools with 
residential function.
RESULTS
During the research I identified several types of school open spaces of the 
era. Open spaces including only a minimal green space were school yards, 
school playgrounds and roof terraces, while the more significant green areas 
consisted of the different forms of school gardens (ornamental gardens, 
educational gardens, practitioners’ gardens, nurseries, orchards) in the first 
half of the period. I also realized that these types were not always separated 
in space.
The oldest type of school open space was the school garden which had 
appeared at schools already before the period. I managed to find out that 
the question of school yards became more important in the 1890’s owing to 
the development of  public health. The establishment of school playgrounds 
appeared in the end of 1880’s in theory and at the turn of the century in practice. 
School playgrounds were also linked to the development of social pedagogy, 
and the establishment of school areas with social aims lead to the appearance 
of public playgrounds in the 1910’s and as thus, school open space design and 
the design of public parks connected with each other. Béla Rerrich played a 
prominent part in this and raised school playgrounds among the subjects of 
garden design.
To sum up, while school gardens had been subjects to garden designers 
already before the period in question, school playgrounds became garden 
design tasks only from the 1910’s and schoolyards even only from the 1930’s. 
It can also be defined that the different types of school open spaces appeared 
wholly integrated in garden design in military schools already from their 
beginning.
THESES
I. 
The appearance, separation, functional clarity and changes of the different 
school open spaces were the result of the development and change of 
educational views and public health, and partly as their consequence, the 
building regulations. Moreover, the mutual interference of school open 
spaces and the urban fabric can also be observed.
School gardens had been existing since the beginning of school  history 
as a tool for education, while school yards were the result of the evolvement 
of school hygiene in all types of schools. The playgrounds were established, 
owing to the development of physical education, as an effect on health, human 
personality and morality, and their role was increasing with social pedagogy. 
The roof terraces were also created for health reasons. Nevertheless, the 
evolvement, size and layout of school open spaces were affected by the location 
of schools and the possibility of their appearence in the existing urban fabric. 
Furthermore, new schools could change the earlier urban building conditions, 
because the demand for a free disposition of the school building did not fit into 
the originally dense neighbourhood.
II.
The boarding school types, that had been existing since the times even 
before compulsory education, had possessed large open spaces already 
at that time. Besides, the gradual development of the public educational 
schools established after 1868 can also be observed both in theory and 
practice.
Most of the boarding schools before 1868 were ecclesiastical institutes, 
but military schools also existed at this time. All of them had large gardens, 
having already a centuries-old tradition in some school types, like in the 
case of the institutions of religious orders. In public schools, the theoretical 
background of the gradual development of school open spaces is proved by 
the standards existing already from the 1890’s for school open spaces, which 
determined the built up areas of the school plots and the minimal open space 
per capita, and also by the publications of the period advertising the rationale 
and importance. The concrete examples and the analysis of statistics proved 
the slow but continuous sprawl and growth of public school open spaces and 
their alignment to the standards. This can be observed mainly in the case of 
new schools, but there are many examples for the enlargement of open spaces 
of already existing schools, too.
III. 
Ornamental gardens and vegetable gardens in schools followed the trends 
of garden art and garden practice of the era. 
The constant change in the trends of garden art between 1868 and 1945 
can also be detected in the gardens of schools. Changes of garden art from the 
late English landscape style, the characteristics of Historism, Art Nouveau, 
Arts and Crafts till the features of Modern garden art can be traced in the 
transformation of older gardens or creation of new ones alike.  The boarding 
schools had elaborately designed and maintained gardens, usually a gardener 
was also in employment at the intstitute. School gardens were designed for 
instance by the prominent garden designer Károly Räde. Béla Rerrich was 
the one who made playgrounds subject to garden designers, thus, the garden 
design of school playgrounds between the two world wars was connected with 
the design of public parks which included public playgrounds, and also with 
questions of urbanism.
IV. 
School playgrounds and sport fields appeared first in military schools in 
Hungary. 
Discourse of public and school playgrounds began in the 1880’s in Hungary, 
and the realization of playgrounds happened in the beginning of the 1910’s in 
schools and between the two world wars in public. However, due to the special 
type of education, sport fields and playgrounds already appeared in the end of 
the 19th century in military schools. Thus military schools already used these, 
when, in other fields, they still appeared only in theory. Therefore, military 
schools can be regarded as pioneers in the spread of these open spaces.
V. 
Béla Rerrich’s work is crucial for school playgrounds in becoming the 
subjects of garden art. This happened in the beginning of the 1910’s. 
Rerrich planned 12 school playgrounds in 1912. Not only did he settle the 
carefully selected functions by taking advantage of the characteristics, location 
and morphology of the plot, but he composed the already existing plants 
into the spatial organization, and he endeavoured to create artistic, aesthetic 
designs of the playgrounds as well. Raising the design of school playgrounds 
into a task of garden art and architecture illustrates the appearance of this 
modernist view, which includes not only the design of public spaces, but also 
of institutional open spaces that have different functions and are formed not 
necessarily as ornamental gardens. My research has enriched the knowledge 
about Rerrich’s lifework.
VI. 
School playgrounds can be considered the direct predecessor of public 
playgrounds from the perspective of garden design and social pedagogy 
alike. 
The question of creating new spaces originally for satisfying the new 
trends of physical education moved early towards social problems, which was 
partly the reason for establishing play afternoons. Therefore, the evolution of 
school and public playgrounds in theory can be traced back partly to the same 
roots: the social approach to the children of poor people and aspects of child 
protection. However, play afternoons could manage the daycare of only those 
children who attended the schools that belonged to the actual playground, 
but did not solve the problems of other school children and youths for whom 
education was no longer compulsory. Therefore, a public playground was 
urged already in 1913 in Budapest. The failure of the initiative led to another 
solution: the larger school playgrounds were permitted to be used by other 
children, youths and sport clubs during the evening hours and on Sundays. 
Thus, school playgrounds of the 1910’s became the forerunners of the public 
playgrounds installed in public parks and other places after the first world war.
VII. 
Open spaces of boarding schools were products of garden design even 
before the period covered by this research. The complex garden design 
of public school yards which satisfied their multifunctional requirements 
and specified the places, forming and plants for functions and the green 
spaces connected to them appeared in the first years of the 1930’s.  
This was partly the result of the changing garden design views, which regarded 
not only ornamental gardens as its subject, but reflected a much more compound 
way of thinking. On the other hand, the initiation for afforestation throughout 
Hungary, started in 1932, and also the ‚Act of Education Under Free Air’ 
brought back green spaces and plants to yards from where partly expelled earlier. 
VIII. 
Apart from other institutional gardens, school open spaces were highly 
sensitive to different educational, conceptional, social and political effects, 
and thus worked as their transfer medium.
Schools were entirely in the service of education, therefore, also their open 
spaces took part in the propagation of diverse concepts and programs. The 
different themes manifested themselves primarily not on the whole of the open 
spaces, but on elements of the garden like sculptures for instance: sculptures 
of religious themes could be found in institutes of the Church, while the 
sculptures representing the king and queen were placed in military schools 
during the dualist system in Hungary. 
Owing to Kunó Klebelsberg’s, Gyula Korniss’s and Bálint Hóman’s 
educational policy, the role of practical training and thus school gardens 
increased. Moreover, nationalism pervaded every segment of education. The 
effect of nationalism and irredentism can be traced upon the use and built 
and planted elements of the open spaces, just like improving sport fields 
which served for the training of citizens to be able to fight heroically for their 
home, and these were the reasons for afforestation and garden schools as well. 
Moreover, nationalist views can be traced upon built elements in the forms of 
national flags set in school yards and sculptures and monuments of war heroes 
or heroic ancient Hungarians. These occured mainly in military schools, but 
there are many examples in general public schools as well.
I consider it as a practical result that I started the historic topography of the 
many thousands of school open spaces of Hungary with the presentation 
of military school gardens. Although this is only a small fragment of a future 
topography, it provides guidance for future research as well.
THE AUTHOR’S PUBLICATIONS RELATED TO THE TOPIC
Book chapter
Klagyivik M., 2012. Budapesti iskolák szabadterei 1867 és 1918 között. In: 
Fatsar Kristóf szerk., 2012. Kalászat. Kerttörténeti tanulmányok Baloghné 
Ormos Ilona 70. születésnapjára. Budapest: BCE Tájépítészeti és Tájökológiai 
Doktori Iskola, pp. 103-116. (ISBN 978-963-503-524-3) 
Articles in periodicals
Klagyivik, M. 2018. Schoolyards and School Playgrounds in Budapest at the 
Turn of the 20th Century. 4D Journal of Landscape Architecture and Garden 
Art. 2017. No. 46., pp. 52-71. (in print) (ISSN 1787-6613)
Klagyivik, M., 2007. A Heindl-örökség – egy XVII. századi botanikus kert 
története. 4D Tájépítészeti és Kertművészeti Folyóirat. 2007. 7. sz., pp. 52-58. 
(ISSN 1787-6613)
Conference publications
Csepely-Knorr, L., Klagyivik, M., 2018. From Social Spaces to Training 
Fields: Changes in Design Theory of the Children’s Public Sphere in Hungary 
in the First Half of the 20th Century. European Architectural History Network. 
Fifth International Meeting, Tallinn, 13-16 June 2018. Proceedings. (in print)
Klagyivik M., 2013. Iskolák és szabadtereik hatása Budapest városépítészetére 
1867 és 1945 között. In: Koncz István–Nagy Edit (szerk.) 2013. „Tudományos 
próbapálya” című nemzetközi tudományos PhD konferencia előadásai. 
(Elektronikus könyv, ISBN 979-963-88433-8-8). Budapest: Professzorok az 
Európai Magyarországért Egyesület, pp. 662-669.
Firnigl, A., Klagyivik, M., 2012. The decline of the Orczy Park – The 
position of historic gardens in society, culture and politics. In: Amoêda, R. 
Lira, S. & Pinheiro, C. eds. 2012. Heritage 2012 – Heritage and Sustainable 
Development. Barcelos: Green Lines Institute. Vol. 2., pp. 1171-1180. (ISBN 
978-989-95671-8-4)
Klagyivik, M., 2011. Military School Gardens in Transylvania (1867-1945). 
In: Bálint, J. ed. 2011. 1st Transylvanian Horticulture and Landscape Studies 
Conference. Abstracts. Târgu Mures, Romania, 8-9 April, 2011. Târgu Mures: 
Sapientia Hungarian University of Transylvania, p. 112.
Plans
Szabadics A., Németh Z., Klagyivik-Szabó M., 2015. Biatorbágy, Sándor–
Metternich-kastély. Iskolabővítés, déli udvar kertépítészeti terve. Kiviteli terv. 
Objektum címe: Biatorbágy, Szentháromság tér 4., hrsz.: 110.
Szabadics A., Németh Z., Klagyivik-Szabó M., 2015. Biatorbágy, Sándor–
Metternich-kastély. Iskolabővítés kertépítészeti terve. Engedélyezési terv. 
Objektum címe: Biatorbágy, Szentháromság tér 4., hrsz.: 110.
Research reports
Klagyivik-Szabó M., Németh Z., Szabadics A. 2014. Biatorbágy, Sándor–
Metternich kastély kertje. Kerttörténeti tudományos dokumentáció. Budapest.
Fatsar K., Klagyivik M., 2013. Nemzeti Közszolgálati Egyetem „Ludovika 
Campus” kialakításához kapcsolódó parkrekonstrukció. Koncepcióterv II. 
ütem – NKE park. A pesti Orczy-kert. Kerttörténeti tudományos dokumentáció. 
Készült a Nemzeti Közszolgálati Egyetem megbízásából a „Ludovika 
Campus” kialakításához kapcsolódó parkrekonstrukció megalapozó 
háttértanulmányaként. Budapest. 



Oktatási és nevelési intézmények szabadterei Magyarországon 1868 és 1945 között

Koncsek, Arnold

Konvencionális és ökológiai termesztésű fűszerpaprika terméselemzése, érésdinamikája és az őrlemények színstabilitás vizsgálata

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