THE TRAVELLING OF THE RULERS THROUGH THE SLOVENIAN TERRITORY DURING THE 17TH AND 18TH CENTURIES

Naše učiteljstvo je bilo od samih začetkov svojega poklica revno in podrejeno predstavnikom posvetne ter cerkvene oblasti. V času revolucije 1848 so zaslutili nove možnosti za stanovski in poklicni razvoj, vendar so leta Bachovega absolutizma ter reakcije, zlasti pa konkordat 1855, razblinili njihove upe in pričakovanja. Slovenskemu učiteljstvu je šele tretji avstrijski šolski zakon 1869 prinesel nove možnosti za pridobitev enakopravnosti na gospodarskem, socialnem in političnem področju. Omogočil jim je boljše izobraževanje, več poklicne ter stanovske samostojnosti, neodvisnost od lokalnih dejavnikov — zlasti od cerkve ter duhovščine — kljub temu pa je mnogo učiteljev še vedno opravljalo cerkovniško delo in zanemarjalo šolo ter lastno izobraževanje. Učitelji so se vse pogosteje oglašali v političnih časopisih, še posebej kritični so bili v lastnih glasilih. Vključevali so se tudi v politične stranke, kjer so iskali zaščito in pomoč v boju za gmotno eksistenco, za politične, državljanske in človečanske pravice, ki so jih kratili predvsem Slovencem tuji elementi in duhovščina. Učiteljstvo je bilo močno podrejeno državi, birokraciji in lokalnim veljakom ter celo preprostemu ljudstvu, ki je čutilo njihovo duhovno ter materialno stisko, odvisnost in nemoč. Te razmere so se zaostrovale vse do konca prve svetovne vojne in nadaljevale med vojnama, ko si je učiteljstvo še naprej na različne načine prizadevalo za materialno, socialno, politično ter kulturno emancipacijo.From the very beginning, teaching profession was very poor and subordinated to representatives of temporal power and church authority. The revolution in the year 1848, gave them new chances for better profession development but very soon Bach’s absolutism and especially the concordat in the year 1855 ended up their hopes and expectations for a better life. Slovene teachers gained the new chances for equal social, political and economic status with the third Austrian school law in the year 1869. With this law, teachers had better education, more professional independence and they were independent of church and clergy. In spite of independency, a lot of teachers were still working in the parish church and they neglected school and their own education. Teachers were becoming more and more active in political papers, especially in the teachers gazettes. They were becoming members of political parties where they were looking for protection and help for their own existence, for political, civil and human rights. Teaching profession was strongly subordinated to the country, bureaucracy, local notabilities and even to the simple people who felt their straitened circumstances, addiction and weakness. Until the end of the First World War and between the wars the circumstances were becoming more strained and teachers tried their best to gain the social, political, economic and cultural emancipation