By the end of World War I, many villages that had more than twenty families had their own primary school. Larger settlements in more urban areas often had their own _progymnasia_ and gymnasiums. In towns that had 20,000 or more citizens, there were kindergartens for children from three to seven years of age. Both religious and linguistic minorities had their own schools, which functioned within the public school system. Foreign schools coexisted with the public school system. Although the curricula of the foreign schools were similar to those of the public secondary schools, subjects were taught in western European languages, forming a link between Bulgaria and the West.
By 1921 a three-tiered system of education--consisting of the four-year elementary school, the three-year _progymnasium_, and the five-year gymnasium--became officially compulsory in the first two stages. Many children failed to attend school, however, and many villages, despite the official policy, were without school facilities. The entire educational system was controlled by the government through the Ministry of Public Education, which regulated the contents of texts and courses and the administration of exams. The model for the educational system was essentially European, with a particularly strong emphasis on German and Russian patterns.
In 1921 the Law of Public Instruction brought an increase in emphasis on vocational training. Orders were issued to bring about a transition to "vocational education and respect for labor." Eventually, schoolchildren were forced to spend two weeks of their studies in "compulsory labor," a concept that was the precursor of the Bulgarian communist philosophy of the integration of work with education. During this period the students worked in such projects as cleaning school facilities, binding texts, and cultivating school gardens.
In 1934 a so-called modern school was established to give the student an alternative to the academically and socially elitist gymnasium, but there were still a number of deficiencies in the Bulgarian educational system. The literacy rate had greatly increased, but between 20 and 30 percent of the population was still illiterate. Although schooling was officially compulsory, it was in fact inaccessible in smaller villages, and many school-age children were not able to attend. Humanities were emphasized to the virtual exclusion of technical-vocational subjects, which were developed to only a very slight degree. Only one of five secondary students studied technical subjects. Adult education was virtually nonexistent.