The teacher\u27s extracurricular work during the world wars (1918-1941)

Med obema vojnama se učiteljstvu ni godilo ravno najbolje. Pri svojem delu so bili omejeni in v celoti podrejeni državi z njeno birokracijo, ki je strogo nadzorovala njihovo delo, prav tako pa tudi njihovo zasebno življenje. Zraven države so morali odgovarjati tudi raznim pomembnim vaškim veljakom. Zaradi slabega gmotnega položaja so lahko bili posledično podrejeni celo vsakemu preprostemu človeku na vasi, ki je začutil njihovo materialno in duhovno šibkost ter nemoč. Kljub slabemu položaju učiteljstva pa se je od njih veliko pričakovalo, kar je prinašalo tudi veliko odgovornost in breme. Še vedno so bili učitelji zraven duhovnikov skoraj edini izobraženci in vzgojitelji, vodje naroda, zato so tudi pričakovanja bila velika. Velikokrat se je pri pričakovanjih, kakšen naj učitelj bo, pretiravalo. Dosti pa so tudi sami učitelji pripomogli k takšnemu izoblikovanju lika. Izoblikoval se je lik učitelja, pri katerem je bil zelo pomemben značaj, saj so vzgajali z zgledom. Učitelj je postal idejni in kulturni vodja naroda, pomembno je bilo njegovo vedenje, oblačenje, način življenja, vse to pa so nadzorovali šolski nadzorniki in budno bdeli nad njegovim ravnanjem tudi vsi ostali (starši otrok, vaščani, duhovščina, vaški veljaki idr.). Glavni učiteljevi nalogi sta bili učiti in vzgajati otroke v duhu državne in narodne enotnosti ter verske strpnosti ter širiti prosveto pri narodu. Le-to so širili posredno in neposredno, sodelovali z raznimi kulturnimi društvi itd. Področja učiteljevega izvenšolskega udejstvovanja so bila številna, od raznih obrambnih, kulturnih, športnih, gospodarskih društev, pa vse do učiteljevih individualnih prizadevanj izven šolskih zidov, med ljudstvom na vasi, kljub številnim oviram in preprekam, kot so bile prostorske stiske in birokracija, šolsko nadzorstvo, razne omejitve dela, nenehno premeščanje, vplivi strankarske politike in številni drugi.During the World Wars teaching staff did not have the best times. They were limited and completely subjected to the government with its bureaucracy at their work, which supervised their work and also their private life. Beside the government they were responsible to the important rural magnates. For the reason of bad financial situation they were consequently responsible even to the each simple person in village who felt their material and spiritual weakness and powerlessness. In spite of bad situation of teaching staff a lot was expected of them, which brought high responsibility and trouble. Teachers were beside priests almost the only cultivated people and educators, leaders of the nation, thus the expectations were high. Many times the expectations were exaggeration. In many cases teachers were guilty for that kind of their image. There was created the image of teacher where the character was very important because they had educated by example. Teacher had become ideal and cultural leader of the nation, his behavior, dressing and way of living were important and supervised by school supervisors and all the others (parents, villagers, clergy, rural magnates etc.). The main teacher tasks were to teach and educate children in the spirit of governmental and national unity and religious tolerance and to expand education at nation. This was expanded direct or indirectteachers cooperated with numerous cultural societies etc. Fields of teacher’s extracurricular work were numerous, from defensive, cultural, sport, economic societies to teacher’s individual trying outside of school, among people on villagedespite numerous impediments, space needs and bureaucracy, school supervising, different work limits, continuous transfers, influences of partial politics and others