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In my research, I analyzed Hungarian school report books from the 1920's and 1930's. After the World War I many school maintainers introduced a new type of school report books. Prior to this period, these booklets usually contained only the students' personal details and grades. These new school report books, however, included a lengthy (one or two pages long) 'advices' section, in which they described how students should live a healthy and socially beneficial life. They covered various topics, such as avoiding hazardous drinking and smoking habits, cleaning the household regularly, not contacting with contagious patents and attending doctors on a regular basis.

At previous year’s ISCHE, I analyzed these school reports books in the context of educationalization. Educationalization of social problems is one the most fundamental feature of the modern societies and educational systems. The concept refers to that approach in modern societies that social issues should and could be 'treated' by the school, the teachers and the pedagogy (Smeyers and Depaepe, 2008).

In my presentation, I will present the advices of the school report books and analyze those social phenomena (alcoholism, smoking, epidemics, juvenile and adult delinquency) they targeted. But instead of building only on the concept of educationalization, I suggest that the efforts expressed in these school report books show many similarities with the colonization. The idea that these two phenomena can be connected has already been explored. For example, analyzing the changing parenthood, Smedts writes about the “educationalization, as the progressive colonization of practices under the direction of educational control”. (Smedts, 2008. p. 113.)

I will also analyze why educationalization and/or colonization of social problems became important in Hungary after the lost war, in the 1920’s and 1930’s.