The official attempt to introduce the 'Czechoslovak language' as a common state language with two literary varieties, Czech and Slovak, influenced the overall concept of teaching the mother tongue, and its application in schools caused strained relations between Czech and Slovak secondary schools shortly after the birth of the Czechoslovak state. The first curricula for the teaching of the 'Czechoslovak language' during this period revealed a marked imbalance in the scope of the subject matter between its Czech and Slovak variants. The demands for the knowledge and skills in the second variety of the literary language were higher for Slovak students than for the Czech students, which was considered unjust by much of the Slovak public as well as in Czech professional circles. This was the main impetus for the creation of the new curricula drafted following extensive discussions in a special committee headed by Jaroslav Vlcek and the correction of the deficiencies which had been the object of criticism. The process of creating these new curricula thus revealed not only the efforts to eliminate the imbalanced situation, but also the close connections between secondary and post-secondary school education, linguistics and school administration in the Czechoslovak Republic prior to World War II.
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