Nation-Building and Contested Identities - MEK

BARNA ÁBRAHÁMsecondary schools, as well as university students (in the academic year 1906-1907, the total number of bursaries was 177). For more details about theRomanian church, cultural, educational and economic institutions, see AntalHuszár, A magyarországi Románok: Bizalmas használatra (The Romanians ofHungary: For confidential purposes) (Budapest: 1907) and Veritas, A magyarországirománok egyházi, iskolai, közmüvelõdési, közgazdasági intézményeinek ésmozgalmainak ismertetése (Description of the church, school, educational, culturaland economic institutions and movements of the Romanians in Hungary)(Budapest: 1908). Besides these large funds, many well-to-do peasants, schoolmasters,notaries established little funds for enlarging the school and offeringscholarships for talented pupils. For instance, Iacob Zorca, retired notary ofVlãdeni (Vledény, Brassó county) established a fund of one thousand forintsin 1895 for the schooling of orthodox girls. See Iacob Zorca, Monografiacomunei Vlãdeni (Monography of the commune Vlãdeni) (Sibiu: 1896), p. 101.49 “ªcoala comercialã superioarã românã din Braºov” (The commercial collegeof Braºov), Revista Economicã 1 (10 August 1899), pp. 350-352.50 “Those nations who are not able to profit from the new scientific explorations,will become poorer, degenerate, come under the yoke of others and, eventually,will disappear from among the nations.” Since it is the peasantry that thenation is based on, it must be supported in its efforts of economic emancipation.S., “Lipsa unei ºcoale de agriculturã” (The lack of an agricultural school),Revista Economicã 1 (10 August 1899), pp. 321 and 324.51 Simion Retegan, “Lupta burgheziei române din Transilvania pentru înfiinþareaunei facultãþi juridice româneºti (1848-1883)” (The struggle of the Romanianbourgeoisie of Transylvania for a Romanian law faculty, 1848-1883), in AnuarulInstitutului de Istorie din Cluj 10 (1967), pp. 308-316.224