Educational system in Martinska Ves as an example of structural changes in primary school education in the northwest Croatia from 1874 – 1941

Ovaj doktorski rad nastoji prikazati razvoj osnovnoškolskog obrazovanja u Martinskoj Vesi i njegove specifičnosti 1874. – 1941. godine. To je bilo moguće postići uzimajući u obzir činjenicu kako tamošnji organizirani oblici poučavanja sežu u 1852. godinu kada je osnovana opća pučka škola. Kao glavni orijentiri njegova etapnog razvoja uzeta su tri školska zakona koja su donesena u tom razdoblju: Zakon o pučkim školama iz 1874., Školski zakon iz 1888. i Zakon o narodnim školama iz 1929. godine po čijim je modelima hrvatsko školstvo bilo organizirano. Svaki od njih predstavljao je temelj strukturalizacije osnovnoga školstva koje se u sjeverozapadnoj Hrvatskoj razvijalo u okviru državnih zajednica Austro-Ugarske Monarhije i Kraljevine Srba, Hrvata i Slovenaca, odnosno, Kraljevine Jugoslavije. U svakoj je etapi najprije razrađen i predstavljen društveno-politički okvir, zatim sadržaj školskog zakona te opisan utjecaj školskog zakonodavstva na specifične lokalne prilike martinskoveške školske zajednice. U Hrvatskoj je austrougarski obrazovni model dominirao ne samo do konca 1918., nego i u narednom desetljeću postojanja Kraljevine SHS i Kraljevine Jugoslavije, čiji je odgojnoobrazovni model primjenjivan sve do pojave Školskog zakona 1929. godine. Iako su politički centri moći posredno utjecali na njegov razvoj kroz nametanje raznih zakonskih odredbi, hrvatsko se školstvo u suštini oblikovalo autonomno i prema vlastitim mogućnostima. Za analizu tog sustava koji je iz svoje heterogenosti težio ka ujednačavanju i jedinstvenosti, odabrana je Opća pučka škola, odnosno, Državna narodna škola u Martinskoj Vesi koja je mogla zadovoljiti kriterije studije u kontekstu „dugog trajanja”. Prema elementima školskog sustava kao što su: učitelji, učenici, roditelji, školske vlasti, pohađanje nastave, disciplina, školski prostor, nastavni plan i program izvedena je rekonstrukcija cjelokupnog života ove seoske škole i njezin slojevit suodnos s lokalnom općinskom i župnom zajednicom. Kontinuirana organiziranost školstva u Martinskoj Vesi dokazana je provedbom svih školskih zakona, što su sustavno nadzirale hijerarhijski ustrojene školske vlasti obiju država. To je ujedno pokazatelj kako je hrvatsko školstvo u potpunosti bilo podređeno provedbi državne politike, primjerice, njegovanju kulta cara i kralja, vjernosti Kruni te propagiranju narodnog jedinstva Srba, Hrvata i Slovenaca. Osim državnih zakonodavnih struktura bitan utjecaj na ovu školu izvršila je i Katolička Crkva putem svećenika i redovnica-učiteljica, dajući odgojno-obrazovnom radu dominantan vjerski pečat, posebice u Djevojačkoj školi. Specifičnost je od 1900. godine predstavljalo i odvojeno školovanje muške od ženske školske mladeži kroz Dječačku i Djevojačku školu. Školski život u Martinskoj Vesi detaljno je prikazan na osnovi povijesnih izvora i literature, ali i rekonstruiran iskustvima triju starijih osoba u razdoblju 30-ih godina XX. stoljeća. Ta „usmena povijest” obogaćena je i brojnim dosad neobjavljenim slikovnim materijalom, što predstavlja određeni doprinos i poticaj daljnjem istraživanju lokalne povijesti i obogaćivanju spoznaja o školskoj stvarnosti navedenog razdoblja.The aim of this doctorial dessertation is to reconstruct the development of primary school education in Martinska Ves, with all its specific qualities, in the period from 1874 to 1941. It was possible to achieve that because of the fact that organised methods of teaching there date from 1852, when the first primary school was founded. Three school laws passed at that time were taken as the framework of the stages of its development. These were Primary school law from 1874, School law from 1888 and Public school law from 1929, which served as models for the Croatian school system. Each one of them served as the basis for primary education system, which, in the north-western Croatia, developed within Austro-Hungarian monarchy, the Kingdom of Serbs, Croats and Slovenes and the Kingdom of Yugoslavia. Each stage introduces and elaborates the social and political framework, the contents of school laws and describes the influence of school laws on some peculiar local circumstances of the Martinska Ves school community. The Austro-Hungarian model of education dominated in Croatia not only by the end of 1918, but also in the following decade, during the Kingdom of SHS and the Kingdom of Yugoslavia. Its model of education was in use up to 1929, when the school law appeared. Although the development of the Croatian school system was indirectly influenced by political centres of power by imposing various law provisions, it was basically shaped autonomously and according to its own possibilities. The Martinska Ves primary or public school was used for the analysis of the system, which, through its heterigeousness aimed for homogenization, and thus could meet the criteria of the study in the context of “long lasting“. The entire life of this village school and its multilevel-correlation with local and parish community was reconstructed on the basis of school system elements such as: teachers, pupils, parents, school authorities, school attendance, discipline, school facilities, curriculum etc. The continuous organized quality of the Martinska Ves school system was proved by the implementation of all school laws, which was systematically supervised by both school governments, hierarchically organized. It also shows that Croatian school system was completely subordinate in order to implement the state policy, eg. to sustain the cult of the emperor and the king, the loyalty to the Crown and to promote unity of the Serbs, Croats and Slovenes. Not only did state legislative bodies make an influence on this school, but also did the Catholic church through its priests and nun teachers, leaving its imprint on education, especially in girls' schools. Another specific quality was that from 1900 boys and girls were educated separately, in boys' and girls' schools. The study of the school life in Martinska Ves is based on historical sources and literature, but also on the experiences of three elderly persons from 1930s. The so called ''oral history'' has been enriched with numerous photos unpublished so far, which is certainly a great contribution and encouragement for further research of the local history and for the better knowledge of educational realities of the period