Abstract
In the context of teaching German and Slovene literature in upper secondary (grammar) schools (gimnazije) in the second half of the 19th and early 20th century, short fiction was represented by a negligible, statistically barely noticeable part, which for this very reason has been largely neglected by the few researchers of the school literary canon (Korte 2011, Samide 2012). The paper sheds light on this overlooked segment and explores the reasons for the under-representation of short prose in the curricula and for the lack of awareness on the part of the teachers of the time. The focus is on teaching German, which, after the upper secondary school reform in 1848, acquired a constitutive role in upper secondary school education. The findings are based on an analysis of 202 annual reports issued between 1849 and 1918 by three selected classical grammar schools (klasične gimnazije) in the Slovene territory: the Ljubljana Grammar School, the Maribor Grammar School and the Klagenfurt Grammar School.
Published Version
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