HISTORY OF THE SCHOOL

The development of education in Dubrovnik can be traced back to the founding of the city. In ancient times, there was a settlement in the area of Dubrovnik that began to develop and expand when refugees from Epidaurum settled there due to the onslaught of Slavs and Avars. They brought with them culture and education that in the following centuries mixed with Christianity and other influences. The remnants of the Romans assimilated with the Slavs and the city continued its independent development through the centuries under the protection of various countries.

The Benedictines played an important role in teaching young people in monasteries, not only for priestly but also secular knowledge. They built the first monastery on Lokrum in 1023, and there were many throughout the Republic. In terms of their organization, these church schools were similar to others in Europe, and they had very good, rich libraries thanks to the Dubrovnik sailors who brought books from various parts of the world.

Already at the end of the 13th century The public city school gained greater importance, as in the rest of Europe due to the development and needs of the citizens.

The records of the Dubrovnik government provide information about the teachers who came to the city to teach and the conditions under which they worked.

In this city school, as in other European schools, the language of instruction was Latin. Since this often led to misunderstandings among younger children, they were taught by local teachers in their native language.

In this city school, as in other European schools, the language of instruction was Latin. Since this often led to misunderstandings among younger children, they were taught by local teachers in their native language.

In the 14th century, there was no official school building in Dubrovnik, but classes were held in private apartments. Teachers were civil servants paid by the Dubrovnik government.

In the first half of the 15th century, a separate building was designated for the school, and new school regulations were adopted. From the middle of the century, the school was called a gymnasium, and classes began to be held in Sponza Palace (also known as Divona which was the economic, financial, and cultural heart of the independent Republic of Ragusa - historic Dubrovnik and it served as the state's customs house, bonded warehouse, mint, treasury, and bank)

In 1435, the Great Council adopted school rules for teachers and students - each teacher taught what he was most skilled at. Classes were organized into two departments with their own curriculum.

1. Humanistic – grammar, logic, philosophy and other sciences were taught. The aim was to have a good knowledge of Latin, read writers, practice oratory and compose essays.
2. – In this department business correspondence, arithmetic and bookkeeping were taught. In 1442, the name gymnasium was first mentioned for this school.

In 1557, the Senate passed a school law, i.e. a reform of upbringing and education. Everyone had to attend school. Special attention was paid to gifted students who received scholarships to study in Italy (two places for commoners and six places for nobles). In return, they were obliged to come to Dubrovnik after their studies or return all the money that the Dubrovnik government had given them. The less able students were also taken care of, to ensure a decent life for them. The government lent them money and sent them to the East to trade with it and train them for trade. Every shipowner was obliged to employ a nobleman or commoner as a scribe.

At that time in Dubrovnik, teachers were highly respected and honored by the nobility, who often gave them gifts.

In September 1658, the grammar and rhetoric school was taken over by the Jesuits under the name Collegium Ragusinum.

The terrible earthquake of 1667 completely destroyed the unfinished college. The school did not operate for the next four years. Construction of the college was restarted in somewhat more favorable conditions because the surrounding houses had been destroyed, so there was more space for the college.

The organization of teaching in the Dubrovnik college was the same as in other Jesuit schools.

-HIGH COURSE (philosophical and theological sciences)
-LOWER COURSE (five classes)

1st grammar class (infima) – – the purpose of this class was to provide a complete knowledge of the beginnings and forms of syntax
2nd grammar class (media) – the purpose was to provide knowledge of the entire grammar, and it was taught according to the II. Alvaro's book
3rd grammar class (suprema) – the purpose was complete knowledge of grammar
4th class humanitas – the purpose was preparation for oratory (philosophical works, knowledge of language were used)
5th class humanitas – students were generally prepared for oratory using theory, style and real knowledge

The classes lasted two years. Classes were held for 2 and a half hours in the morning and 2 in the afternoon.

Teachers were divided into:

1. professors (monks, priests who taught rhetoric and poetics)
2. magistri (monks, laymen who taught grammar and humanities)

After the abolition of the Jesuit order, the school was managed by a rector who performed administrative tasks. The classes were divided into:

1. lower – three grades (principia, grammar, syntaxis)
2. higher – three grades (humanities, rhetoric, philosophy)

In the lower school, in addition to Latin and Italian grammar, religious education, geography and accounting were taught, and in the third grade, Greek. In the humanities and rhetoric classes, the content covered in the lower school was expanded. The philosophy course lasted two years, and mathematics, physics and philosophy were taught.

In 1806, the college found itself in a difficult situation after French troops entered Dubrovnik and took control of the city. Classes were suspended for a while. On January 31, 1808, Marmont abolished the Dubrovnik Republic and organized a new administration. Instead of the college, a lyceum with a boarding house for students from the Dubrovnik and Kotor areas was founded. A space was designated for the school in the monastery of St. Catherine, where the school moved in June 1808.

In 1810, a new school regulation was sent from Ljubljana, drawn up by the supreme school supervisor for Illyria, Rafael Zelli (there were still four departments in which French or Italian grammar, Latin grammar, history, geography, rhetoric, logic, mathematics and physics were taught). The final exam consisted of an oral and written part. The lyceum was managed by a regent. The number of students ranged from 120-150. Student competitions were still held at the end of the year.

After liberation from the French in 1814, there were no changes in the organization of education until 1817, when the entire education system in Dalmatia was reorganized. The Dubrovnik lyceum was transformed into a gymnasium and thus equalized with other similar schools in the Monarchy. These schools worked according to the "Gymnasium Code".

The gymnasium consisted of five or six grades (the first three grades were grammar and the second two were humanities). The course of studies was the same as before, but the method of education was changed. Latin was no longer taught separately, but in comparison with other languages, also referring to the mother tongue. Students were encouraged to develop their own taste in the treatment of some classical works. The main difference between the previous and new system was the introduction of professional positions for class teachers.

In 1848, a new reform began, in which two-year philosophical courses were attached to the gymnasium, so that it grew from a six-year school into an eight-year school. Any faculty could be enrolled from such a gymnasium. In Dubrovnik, in 1849/50, the bishop's two-year philosophical lyceum was attached to the gymnasium as the seventh and eighth grades.

In 1850, the maturity exam - the matura - was introduced for the first time.

The new curriculum of 1849 provided for the learning of two local languages, and in Dalmatia, in addition to the Italian language, this was the Croatian language.

During Bach's absolutism, it was entirely appropriate for the regime to have the Jesuits take over the school, and in 1853 they began teaching.

Many supporters of the popular movement advocated the removal of the Jesuits from the gymnasium. Finally, in March 1868, it was decided that the Jesuits would stop teaching and that secular teachers would take over.

In 1869, the decision was made to introduce Croatian as the language of instruction instead of Italian. This decision was gradually implemented until 1875, when all grades were finally taught in Croatian. By the end of the century, the number of students in the gymnasium was increasing. The main problem of this gymnasium was inadequate school space, as classes were still held in the cramped and damp premises of the St. Catherine's monastery. The construction of a new school building was urgent. And so construction began in 1913 in Ploče area of Dubrovnik.

In the 1914/15 school year, it was decided that the gymnasium would gradually begin to grow into a real gymnasium.

The school building that had been started was completed and opened in 1927, and the gymnasium has been in that building ever since.

The humiliating reform of Stipe Šuvar in 1979 lasted 13 years. In 1992, the Dubrovnik High School, following the old tradition, became independent again with a curriculum for 3 programms; general, language and science and mathematics.

In 1991/92, the high school once again found itself in the whirlwind of war throughout its history, and it was not possible to maintain normal classes. However, through shortened hours between individual alarms, it managed to maintain its continuity.

Today, the high school opens its new page, on which it writes something completely different from the past fifty-year period. It continues its path towards free development, following modern, Western European schools, while still preserving its long, centuries-old tradition. This institution is now quite noticeable throughout Croatia and beyond our country due to the various projects that are being implemented in it and the enviable results achieved by its students.