"The memorial" of public school teachers of bibrka county of the kingdom of galicia and lodomeria (1891) as a historical and legal source

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“The memorial” of public school teachers of bibrka county of the kingdom of galicia and lodomeria (1891) as a historical and legal source

Andrii Slusarenko

PhD hab. (History), Associate Professor, Deputy Commander of the Academy for scientific work, Hetman Petro Sahaidachnyi National Army

Tetiana KOLOMOETS

PhD hab. (Law), Professor, Honoured Lawyer of Ukraine, Corresponding Member of the National Academy of Legal Sciences of Ukraine, Dean of Law Faculty of Zaporizhzhya National University, Zaporizhzhia, Ukraine

Андрій СЛЮСАРЕНКО

доктор історичних наук, доцент, заступник начальника академії з наукової роботи, Національна академія Сухопутних військ імені гетьмана Петра Сагайдачного

Тетяна КОЛОМОЄЦЬ

докторка юридичних наук, професорка, член-кореспондентка Національної академії правових наук України, заслужений юрист України, декан юридичного факультету Запорізького національного університету

Abstract

The purpose of the article is to publish and analyze "The Memorial" ofpublic schools teachers of Bibrka school district (1891) as the source for the history of schooling in Galicia and the socio-legal culture of teachers at the end of the XIXth century. The research methodology - principles of scientific, objectivity, historicism, methods of external and internal critique of sources. The research novelty is that "The Memorial" of public schools teachers of Bibrka school district (1891) was first published and analyzed as a historical and legal source. The Conclusions. Thus, the analyzed "The Memorial" is an extremely interesting historical source, which reveals the level of a social, professional and group activity and solidarity of teachers in the small county of Galicia at the end of the XIXth century. The project elaborated by them, despite the completely uncalculated costs for its implementation, deserves attention, primarily, to the principles that teachers proposed to base the system of "advance": linking the amount of salary (the transition from a lower to higher salary) to the personal success of a teacher, his qualification, experience. At the same time, "The Memorial" testified to the existence of a certain civil position of teachers, who, although timidly, protested against the unsatisfactory social situation, injustices in the provision of a post (the right to "presents", the arbitrariness of officials), holding posts by unskilled and casual people in a pedagogical profession; the authors of 1The Memorial" emphasized the negative effects of the protection mechanism (indirectly pointing at corruption in this regard) on the morality of teachers and the quality of education, and etc. It should be noted that the document was signed by both Polish and Ukrainian teachers, who pushed aside their interethnic contradictions in the field of defending the interests of their own professional group. The document is a clear proof of the growth of a legal and social culture of "folk teachers", who gradually became aware of their social importance and dared to take on the role of an active subject in solving the most painful problems of an educational life. The document is published in the original language (Polish) in compliance with the necessary archaeographic requirements.

Key words: "The Memorial" of public schools teachers of Bibrka school district, Kingdom of Galicia and Lodomeria, State School Council, financial situation of teachers.

“МЕМОРІАЛ” УЧИТЕЛІВ НАРОДНИХ ШКІЛ БІБРСЬКОГО ПОВІТУ КОРОЛІВСТВА ГАЛИЧИНИ І ЛОДОМЕРІЇ (1891)

ЯК ІСТОРИКО-ПРАВОВЕ ДЖЕРЕЛО

Анотація

Мета статті - опублікувати й проаналізувати "меморіал" вчителів народних шкіл Бібрського шкільного округу (1891) як джерело до історії шкільництва Галичини та соціально-правової культури вчительства кінця ХІХ ст. Методологія дослідження - принципи науковості, об'єктивності, історизму, методи зовнішньої та внутрішньої критики джерел. Наукова новизна полягає у тому, що уперше публікується "меморіал" вчителів народних шкіл Бібрського шкільного округу (1891) та здійснюється його аналіз як історико-правового джерела. Висновки. Отже, аналізований "меморіал" є надзвичайно цікавим історичним джерелом, який виявляє рівень соціальної, професійно-групової активності і солідарності вчителів маленького повіту Галичини наприкінці ХІХ ст. Розроблений ними проєкт, незважаючи на зовсім непрораховані видатки для його реалізації, заслуговує на увагу передовсім принципами, які педагоги пропонували покласти в основу системи "авансу": прив'язання розміру платні (перехід від нижчого до вищого класу оплати) до особистих успіхів вчителя, його кваліфікованості, досвідченості. Водночас "меморіал" засвідчив наявність певної громадянської позиції вчителів, які, хоч і несміливо, протестували проти незадовільного соціального становища, несправедливостей щодо надання посади (право "презенти", свавілля чиновників), займання посад неквалі- фікованими й випадковими у педагогічній професії людьми, підкреслили негативні впливи механізму протекції (непрямо вказавши на корупцію у цьому плані) на моральність вчителя і якість освіти тощо. Зауважимо, що документ підписали як вчителі-поляки, так і вчителі-українці, які на полі відстоювання інтересів власної професійної групи відсунули у бік свої міжнаціональні суперечності. Документ є яскравим доказом зростання правової і соціально-станової культури "народних учителів", які поступово усвідомлювали свою суспільну вагу й наважувалися брати на себе роль активного суб'єкта у розв'язанні найбільш болючих проблем організації освітнього життя. Документ публікується мовою оригіналу (польською) з дотриманням необхідних археографічних вимог.

Ключові слова: "Меморіал" вчителів народних шкіл Бібрського шкільного округу, Королівсто Галичини і Лодомерії, Краєва шкільна рада, матеріальне становище вчителів.

The Problem Statement

The study of the history of social groups and the population strata, including teachers, is based on a wide range of different historical sources, among which an important place occupy the documents of a collective authorship (the statutes, memorials, projects, meetings and conferences decisions, etc.). They reflect the representatives' views of certain groups on themselves and give the opportunity to form a clear idea of their understanding of their own problems, objectives, rights and needs. Among the sources on the history of teaching in the Kingdom of Galicia and Lodomeria in the second half of the XIXth century, of great interest were the appeals initiated by the teachers themselves to the authorities, first of all the State School Council (hereinafter - the SSC), on various issues that concerned teachers at a certain historical stage. One of such appeals is “The Memorial” of teachers of Bibrka County to the SSC (1891) concerning the material and legal situation of primary school teachers. “The Memorial” needs a special attention of researchers.

The Analysis of Recent Researches. The situation of primary (folk) school teachers in Galicia during the XIXth - the beginning of the XXth centuries was described by the contemporary scientists: I. Fylypchak (Fylypchak, 2009), І. Franko (Franko, 1986а, 1986b), the educators М. Lozynskyi (Lozynskyi, 1906), H. Schmitt (Schmitt, 1874), a writer Yu. Shnaider (Uliana Kravchenko) (Kravchenko, 1975) and the others. They usually elucidated the poor material situation of public school teachers, often criticizing the government's primary education policy and demanding to increase the budget expenditures for teachers. “Last year, - I. Franko wrote in 1892, - to the scoff of the whole world, there were two such cases in Galicia when teachers at work died of starvation. Our teacher earns less than the first-best coachman in court or a guard in crime cases” (Franko, 1986а, рр. 113-114). The Polish educators and researchers B. Baranowski (Baranowski, 1910), М. Baranowski (Baranowski, 1896), Т. Fiutowski (Fiutowski, 1913) also outlined the issue of unsatisfactory wages of teachers, often emphasizing the authorities' efforts to improve the financial situation of teachers. The miserable situation of Galician teachers was vividly described by Z. Mayer (Mayer, 1899), who provided many examples of being deprived of rights and poverty of teachers. The Soviet researchers L. Baik and B. Mitiurov (Baik & Mitiurov, 1965) from the class point of view, characterizing the situation of teacher, emphasized the poor material security of teachers, which was explained by bourgeois-capitalist oppression. Modern Ukrainian and Polish researchers (F. Rzemieniuk (Rzemieniuk, 1991), B. Stuparyk (Stuparyk, 1994), V. Blahyi (Blahyi, 1999), R. Petriv (Petriv, 2002), V. Stynska (Stynska, 2004), L. Sholohon (Sholohon, 2004), T. Vorobkevych and А. Vorobkevych (Vorobkevych & Vorobkevych, 2007), М. Haliv (Haliv, 2011), А. Varianytsa (Varianytsa, 2018) and the others) study the quantitative and qualitative indicators of Galician teaching, analyze the government's policy on the material support, characterize the everyday life of teachers.

It should be noted that none of the above-mentioned researchers cited in their works “The Memorial” of public schools teachers of Bibrka school district (hereinafter -“The Memorial”) as a separate historical source. This document was briefly mentioned only in A. Varanytsia's dissertation (Varianytsa, 2018). At present, “The Memorial” has not been published and analyzed from the point of a historical archeography.

The purpose of the article is to publish and analyze “The Memorial” of public schools teachers of Bibrka school district (1891) as the source for the history of schooling in Galicia and the socio-legal culture of teachers at the end of the XIXth century.

The Statement of the Basic Material. After the adoption of the Constitution and the acquisition of a limited autonomy by the Kingdom of Galicia and Lodomeria in the Habsburg Empire (1867), the reform period began in the field of education: nationalization of parish and public schools, unification of school structure, modernization of curricula and programmes, teachers training in the state teacher's seminaries, etc. Under these conditions, the number of Galician teachers gradually increased, which, on the one hand, was the result of a purposeful policy of the authorities to expand the network of elementary and other schools, on the other hand - a certain, although quite insignificant, improvement in the financial situation of teachers.

The founders of the school were responsible for the salary of a village teacher: the community of the city or village, the private tabular estate, the state. During the second half of the XIXth - the beginning of the XXth century there were some changes in the amount of salary of primary school teachers. According to the law of May 14, 1869, teachers had to be set a salary that would allow them to devote themselves entirely to their work, free from extracurricular activities. The regional school law of 1873 completely forbade teachers to perform other functions for part-time work. In general, public school teachers were divided into five job classes, according to which the salaries were calculated. Teachers of Class I (teachers of Lviv and Krakow) received 700 zl., teachers of Class II (teachers in towns with more than 10 000 of inhabitants) - 600 zl., and teachers of Class III (in communities with a population of 6 000 - 10000 of inhabitants) - 500 zl., teachers of Class IV (in urban communities with 2 000 - 6 000 of inhabitants) - 450 zl., teachers of Class V (in rural communities with a population of 2 000 - 6 000) - 400 zl. If the commune (gmina) had less than 2 000 inhabitants, the teacher could receive about 300 zl. The work of a junior or temporary teacher was to be 60% of the salary of a full-time teacher. However, in no case could it be lower than 200 zl. per year (Haliv, 2011, p. 51). In fact, this was the lowest salary (200 - 300 zl.) received by most teachers of public schools in Bibrka County (as well as other counties in Galicia) during the 1870-ies and 1890-ies.

“The Memorial” of public schools teachers of Bibrka school district is in the Central State Historical Archive of Ukraine in Lviv (Fonds 178: State School Council, description 1, case 1136, 8 p.). This is a manuscript document written in Polish in the county town of Bibrka in Galicia and dated on October 10, 1891. It was signed by 76 primary (folk) teachers of Bibrka school district (CSHAUL, f. 178, d. 1, c. 1136, pp. 6a-7), whose boundaries coincided with the administrative boundaries of Bibrka County.

At that time, there were 73 primary schools in Bibrka County, in which there were employed 102 public teachers (Szematyzm, 1891, pp. 416-417). Therefore, this document was signed by the vast majority of county teachers (74,5%). Most likely, the “The Memorial” was made during the general conference of school district teachers, which a school inspector had to summon annually.

It should be noted that this document was called “The Memorial” by the teachers themselves, but in its content it corresponds to the concept of “petition”, which means an individual or collective request, appeal, proposal, complaint, request, petition submitted to the public authorities in a written form. However, we assume that teachers did not dare to call their appeal a “petition” to the SSC as the highest governmental institution in Galicia in the field of education. The latter (a “petition”) could be interpreted as a manifestation of an open dissatisfaction on the part of teachers with the school authorities policy. And this would certainly incur teachers (especially the initiators of writing such a “petition”) to a disciplinary action. Under such circumstances, in our opinion, teachers used a less irritating name for their address to the SSC - “The Memorial”.

In general, the document is in the form of a request to improve the material support of primary school teachers in Austrian Galicia. Its content can be divided into four parts: 1) an introductory address to the SSC, which contains emphasis on the social importance of teaching, its importance for the progress and development of the nation; 2) the description of the unsatisfactory material and social situation of teachers in Galicia; 3) the proposals for improving the system of remuneration of teachers, their material incentives; 4) the final part, full of compliments for the SSC and assurances of teachers' loyalty.

In the first, rather short, part, the authors of “The Memorial” emphasized the role of teachers in spreading education and upbringing of the nation (CSHAUL, f. 178, d. 1, c. 1136, p. 1). It should be noted that the appeal to the nation-building role of teachers at the end of the XIXth century was extremely common in a social and political journalism. At the same time, the words of the German “Iron Chancellor” Otto von Bismarck about teachers as builders of the state were repeatedly mentioned in the press. From the document analyzed by us, we see that teachers had an awareness of the paramount importance of pedagogical work, its special role in the society, the formation of national, political and social visions of the people.

The second part of the document is the largest and quite eclectic in content. On the one hand, the authors of “The Memorial” emphasize the needy miserable financial situation of primary school teachers. They complain about: a) the existence of the “economy system” in the school budget of the region - the Kingdom of Galicia and Lodomeria, which negatively affects the development of schooling; b) a low level of teachers' salary, which is absolutely not enough “for the needs faced by the teacher in view of his position in the society, but even for the most modest maintenance of one person the salary is low, not to mention those, who have a family” (CSHAUL, f. 178, d. 1, c. 1136, pp. 1v-2); c) because of a miserable situation, there was a widespread distrust among teachers concerning the improvement of their situation, which made them quit their jobs and search for the positions in various governments; d) while qualified teachers quit their jobs, teachers' vacancies are increasingly occupied by unskilled persons; e) young graduates of teachers' seminaries do not want to go to work at school either, looking for positions in the railway, post office, tax governments, etc. (CSHAUL, f. 178, d. 1, c. 1136, p. 2). There was the accusation of the prosperity of the “protection system / favourism system”, under the conditions of which a recent graduate of a teacher's seminary, having protection, gets a better position than a teacher, who works for a long time (CSHAUL, f. 178, d. 1, c. 1136, p. 4).

On the other hand, the teachers of the schools of Bibrka County in “The Memorial” strongly emphasized the desire of the SSC to improve the funding conditions for primary school teachers. Reproaching the authorities, they use the abstract, in this case, the concept of “land”: “our land treats teaching and schooling, in general, as a stepmother” (CSHAUL, f. 178, d. 1, c. 1136, p. 1 v). Nevertheless, the authors of the “The Memorial” wrote about the good regional school law of 1873, which “put teachers in an important position in the society, thus recognizing their all rights and privileges”. They did not forget to note that the SSC understood the problem of an unsatisfactory funding of teachers. They were grateful to the SSC for the order, according to which unqualified teachers were forbidden to hold positions at schools. At the same time, they state that this order was not being implemented at local schools, although they were confident that the SSC would eventually ensure the order full implementation. Teachers persuaded Lviv SSC that they did not doubt its support of their ideas and believed in the Council's ability to persuade the regional Sejm to allocate appropriate funds to increase teachers' salaries (CSHAUL, f. 178, d. 1, c. 1136, pp. 2-2v, 3v).

It should be noted that in addition to material factors, teachers of Bibrka County were also interested in social issues. Apparently, they were seriously concerned about the problem of unqualified teachers, who held positions in schools in the region en masse, mostly under the protection of the local authorities. Of course, the authors of “The Memorial” explained their concern by the decline in respect for teaching by the society, as well as the decline in the quality of children's education, which was a consequence of the lack of a proper pedagogical training of such “teachers”. “Where are these teacher candidates recruited from? - asked the compilers of the “The Memorial”. - These are people, who are very small in the first place, or do not have any studies, people, who cannot find a job anywhere and consider teacher's bread to be a kind of shelter, or, finally, people, who consider the teaching status to be transitional, temporary and hold positions until they do not find another more suitable position. It should be added that women - unmarried old chaperons, who seek refuge in it, also dedicate themselves to this profession” (CSHAUL, f. 178, d. 1, c. 1136, p. 2v). Such a sharp negative characteristics reveals that in fact the authors of “The Memorial” were concerned about rivalry: they, as qualified teachers, who were educated in teachers' seminaries, advocating higher salaries for themselves, constantly emphasized their own education and qualifications. Instead, the presence of a wide range of unqualified teachers, who agreed to work at schools even for a salary of 200 zl. per year, underlined the arguments of the teachers - the authors of “The Memorial”.

According to school teachers of Bibrka County, only the improvement of living conditions of teachers can prevent the outflow of a professional staff from schools. The improvement will promote the influx of young people to teachers' seminaries, and later to primary schools. At the same time, there was noted the fact of low salaries of teachers in comparison with the salaries of a railway builder, a receptionist or servant in the Sejm building, who were not required to have any education (CSHAUL, f. 178, d. 1, c. 1136, p. 3v).

In the context of the third part of “The Memorial”, the teachers proposed to change the system of calculating teachers' salaries, which depended on the location of the place of work. The authors of “The Memorial” proposed to introduce an “advance”, which they considered fairer than the current wage system. The essence of the “advance” was that each teacher should start the service of the lowest salary and gradually, “according to merit and years of service”, move to higher levels of the salary. The status of teachers in Galicia, according to teachers of Bibrka County, should be divided into 7 classes, each of which should correspond to the annual salary: Class I - 300 zl., Class II - 400 zl., Class III - 500 zl., Class IV - 600 zl., Class V - 700 zl., Class VI - 800 zl., Class VII - 900 zl. Therefore, the authors of “The Memorial” emphasized that the introduction of such “advance” should not be tied to the school location, but to the personality of a teacher. It was emphasized that linking teachers' salaries to the area is harmful, as it encourages teachers to apply for relocation almost every year to other areas, where the wages are higher. The large number of such transfers has a negative impact on education: teachers are often changed at school, they do not work diligently because they hope to be sent to another school. Thus, transfers of teachers depend on the school administration, and it makes teachers ask for favours of officials that negatively affects a moral face of the first ones (CSHAUL, f. 178, d. 1, c. 1136, pp. 4-4v).

In order to ensure the proposed system of wages, the teachers from Bibrka proposed to create a single school regional fund, which would be filled from separate annexes to the taxes, evenly imposed on a large and small property (“because everyone benefits from the charity of the school”), instead, to eliminate all district school funds and any community commitments to maintain schools. From the newly established fund, the administration of which should be entrusted to the SSC, all expenditures should go to schooling in general, and teachers' salaries, in particular (CSHAUL, f. 178, d. 1, c. 1136, pp. 4v-5).

At the same time, the authors of “The Memorial” mentioned about another problem: a teacher, who cares about the post must seek for the favour of various people: a) “lord” (owner of a tabular estate), who “does not support the school, because it takes away his workers”;

a priest, who has a negative attitude towards school, which was taken away from the influence of the Church, he considers school “non-religious” and calls a teacher a “socialist”;

the whole community of the village or town, the members of which are dissatisfied with the school due to the action of “school coercion” (a compulsory education of all children aged 6-14). As a result, a teacher feels dependent on these forces, on the grace of “dark people”. This dependence does not give a teacher any respect, and therefore a teacher is often unable to perform his duties honestly. Therefore, the authors of “The Memorial” asked to release them from such dependence and various influences and to eliminate the procedure of “presents” - the appointment of a teacher after the community's approval, the owner of the tabular estate, and etc. The nomination of a teacher, according to Bibrka teachers, should depend only on the teacher's qualification patent and should be carried out by the SSC. This state of affairs would encourage young teachers to pass the qualifying exam as soon as possible and successfully. On the other hand, this would weaken the dependence of teachers even on school inspectors, “who under that review still have great arbitrariness and can arbitrarily control the fate of teachers, often guided by the personal views” (CSHAUL, f. 178, d. 1, c. 1136, pp. 5-5v). It should be noted that this accusation was quite sharp in a general tone of “The Memorial” and it indicated indirectly that the school inspector of Bibrka school district, Jan Tchaikovsky, might not have participated in the conclusion of this document.

Another circumstance, opposed by Bibrka school teachers, was an excessive disciplinary action. They criticized the situation when a teacher was punished by depriving him of the so-called five-year allowance (50 zl. per year, i.e., 250 zl. for all five years). It happened that such a teacher was deprived of the previous five-year allowance and even transferred to a worse position (lower paid) in another area. This teacher had to spend money on moving, which was quite burdensome, especially when he had a family. According to the authors of “The Memorial”, there were no similar disciplinary sanctions in other institutions. Therefore, that punishment was proposed to be eliminated (CSHAUL, f. 178, d. 1, c. 1136, pp. 5v-6).

In general, teachers grouped their proposals into the following items:

To introduce “advance” and a teacher's status according to years of service.

To establish seven classes of teachers' salaries (its size was mentioned above).

To link the salary of a real teacher (with a qualification patent) to his personal achievements and merits.

To eliminate the district school funds and all the obligations of the communities regarding school needs and to create a single regional school fund, the revenues of which will consist of supplements to the evenly imposed taxes.

To eliminate the right of “presents”.

To appoint teachers only on the basis of obtaining a qualification patent.

A teacher, who does not have any qualification patent may not expect to be paid more than 400 zl. per a year.

To establish the following disciplinary sanctions: a verbal and written rebuke, a fine, a transfer to another position, a failure at being provided the next “advance”, a temporary suspension in promotion, a dismissal from school management, a retirement or, in the worst case, a complete dismissal.

The supplement to the fee, to pay for the teacher's apartment, set at 20% of the fee; the supplement “expensive” (provided only for teachers in areas where living standards were more expensive) - 15% to the fee; the overpay for school management - 25%.

Reduction of years of service to 30 (CSHAUL, f. 178, d. 1, c. 1136, p. 6).

It should be noted that the weakness of such proposals was the lack of justification in the text of “The Memorial” for items 9 and 10. At the same time, in paragraph 8 there was a direct contradiction with the previous statements, according to which it was proposed to remove fines from the list of disciplinary penalties (and this time they remain).

Such drawbacks, of course, undermined the argumentative power of “The Memorial”.

The fourth part of the document was full of, on the one hand, compliments for the SSC and assurances of its ability to solve teachers' problems at the next session of the regional Sejm. At the same time, the teachers, as if justifying themselves, assured the officials from the SSC that while proposing their project, they were guided not only by personal and material views, but also by thoughts about the development of the school and the whole society (CSHAUL, f. 178, d. 1, c. 1136, p. 6 v).

It should be noted that “The Memorial” of school teachers from Bibrka County sent to the KSR (and at the same time to the regional Sejm) was never approved by the officials. Excessive budget expenditures were required for the implementation of the salary increase project and salary supplements. And no one wanted to change the system of financing schools and teachers developed over 20 years, to create a separate fund. At the beginning of the 1890-ies, due to the adoption of regular school laws, the size of teachers' salaries even fluctuated somewhat. Thus, according to the Statute of June 15, 1892, the annual salary of public schools teachers was reduced from 400 to 300 zl. (Haliv, 2011, p. 53). Almost a third of all teachers in Galicia fell under this reduction in fees. It should be noted that according to an accurate comparison of B. Stuparyk, made on the basis of the article from the newspaper “Public Schooling” (“Szkolnictwo ludowe” - in Polish) (1896, Ч. 3), the annual salary of 400 zl. - it was less than spent on the maintenance of the mail horse, and 300 zl. - less than the maintenance of a criminal in prison (Stuparyk, 1994, p. 80). In general, only at the beginning of the XXth century there were some positive developments in raising the salaries of teachers in public schools in Galicia.

The Conclusions. Thus, the analyzed “The Memorial” is an extremely interesting historical source, which reveals the level of a social, professional and group activity and solidarity of teachers in the small county of Galicia at the end of the XIXth century. The project elaborated by them, despite the completely uncalculated costs for its implementation, deserves attention, primarily, to the principles that teachers proposed to base the system of “advance”: linking the amount of salary (the transition from a lower to higher salary) to the personal success of a teacher, his qualification, experience. At the same time, “The Memorial” testified to the existence of a certain civil position of teachers, who, although timidly, protested against the unsatisfactory social situation, injustices in the provision of a post (the right to “presents”, the arbitrariness of officials), holding posts by unskilled and casual people in a pedagogical profession; the authors of “The Memorial” emphasized the negative effects of the protection mechanism (indirectly pointing at corruption in this regard) on the morality of teachers and the quality of education, and etc. It should be noted that the document was signed by both Polish and Ukrainian teachers, who pushed aside their interethnic contradictions in the field of defending the interests of their own professional group. The document is a clear proof of the growth of a legal and social culture of “folk teachers”, who gradually became aware of their social importance and dared to take on the role of an active subject in solving the most painful problems of an educational life.

The document is published in the original language (Polish) in compliance with the necessary archaeographic requirements.

Acknowledgement. We express sincere gratitude to all employees of the Central State Historical Archive of Ukraine in Lviv for their help in finding historical documents.

Funding. The authors received no financial support for the research, authorship, and/or publication of this article.

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Wysoka

c. i k. Rado Szkolna Krajowa!

Stan nauczycielski zajmuje w spoleczenstwie wazne stanowisko, na jego bowiem barkach spoczywa ci?zar oswiaty ludowej, jakotez i wychawania narodu. Z tych tedy powodow zazywa ten stan wsz?dzie nalezytei czci, poszanowania obok najlepszego poparcia. Spoleczenstwo bawiem klad^c wielk^ wag? na dzialalnosc stanu nauczycielskiego wspiera go na kazdym kroku, tak materyalnie, jak i moralnie. Dzi?ki temu poparciu i ojcowskiej opiece, praca tego stanu blogie wydaje owoce, a przekonac si? o tem mozemy, gdy spojrzymy na Niemcy, Czechy, i inne kraje, gdzie oswiata i post?p i w parze z tymi id^cy dobrobyt, zakwitly w peraci^gu dosc krotkiego czasu.

- Niestety! Trudno powiedziec to o naszym kraju Galicyi!

Wprawdzie istniej^ u nas i funkcyomj szkoly ludowe, istnieje stan nauczycielski, ale czy wydaja poz^dane owoce? - z ukolewaniem w^tpic nalezy. - Dowadem tego konskrypcya ostatnia, ktora wykazala zwyz 70% analfabetow. - I jakaz temu przyczyna?

Podczas, gdy inne kraje monarchii otaczaja pieczolowita opieka szkoly i nauczycielstwo, a widz^c w nich pol?zny srodek do utrzymania idei narodowej, nie szcz?dz^c dla tejze najwi?kszych ofiar - kraj nasz traktuje nauczycielstwo i szkolnictwo w ogole po macoszemu. - Co najbardziej jest raz^cem, to system oszcz?dnosciowy w budzecie szkolnym, ktory gdzie indziej nie ma zastosowania, system, ktory dotkliwie czuc si? daje calemu szkolnictwu nietylko materyalnie ale i moralnie - a odbija si? na nauczycielach.

Ustawa krajowa postawila nauczycieli na stanowisku waznem w spoleczenstwie, a tem samem przyznala im wszystkie prawa i przywileje, jakie si? ludziom maj^cym wyksztalcenie, nalezy, zapomniala jednak o tem, ze odpowiednio do stanowiska, musi byc odpowiednie uposazenie materyalne, i uposazyla nauczycieli ludowych wynagrodzeniem, ktore absolutnie nie wystarcza nie tylko na potrzeby, na ktore nauczyciel juz ze swego stanowiska w spoleczenstwie jest narazony, ale nawet na otrzymanie jednej osoby, chocby najskromniejsze, a coz dopiero powiedziec gdy jest obci^zony rodzina.

Sprawa ta nieraz byla omowian^ nietylko przez nauczycielstwo, ale i przez inne sfery miarodajne, a spodziewac si? nalezy, iz i Wysoka c. i k. Rada Szkolna Krajowa jest przekonan^, iz dotychczasowe stosunki nauczycielstwa pod tym wzgl?dem s^ pozalowania godne.

Niema potrzeby dowodzic rzeczy niejednokrotnie juz omawianej, dodac jedynie nalezy, iz mi?dzy nauczycielstwem obok n?dzy zagniezdzilo si? ogolne zniech?cenie i rozgoryczenie, zwlaszcza, gdy wszystkie prosby i zabiegi o polepzenie bytu materyalnego s^ bezskuteczne, a nawet nie ma nadziei, by w najblizszej przyszlosci stosunki te zostaly korzystnie dla nauczycieli unormowane. -

Nie nalezy zatem dziwic si?, iz z kazdym rokiem coraz to wi?cej posad nieobsadzonych, gdyz daje si? czuc brak sil nauczycielskich, nie dziwic si? iz z kazdym rokiem powi?ksza si? ilosc nauczycieli bez najmniejszej cz^sto kwalifikacyi. -

Czy zalozenie jeszcze jednego seminaryum nauczycielskiego, czy wplywanie na mlodziez przez wydzialy powiatowe by si? poswi?cala temu zawodowi, zapobiegnie zlemu, watpic nalezy - i s^dzic nalezy iz i Wysoka c. i k. Rada szkolna Krajowa sama najmocniej o tem jest przekonana. -

Mlodziez bowiem nie widz^c widokow dla siebie w zawodzie nauczycielskim, maj^c ukonczone studya seminaryalne, poswi?ca si? innym zawodom, szuka chleba przy kolei, poczcie, urz?dach podatkowych, instytucyach prywatnych, w wojsku lub strazy finansowej w koncu. - A iluz to mamy co roku nauczycieli nietylko prowizorycznych ale i rzeczywistych, ktorzy rezygmj z zawodu i inny sobie obieraj^?

Co wi?cej! Brakjce sily nauczycielskie zastepuje si? silami, ktore nie maj^ nieraz najmniejszej kwalifikacyi. -

Pomijam juz wzgl^d na korzysci, jakie odnosi szkolnictwo przez obsadzanie posad nauczycielskich podobnymi indywiduami, lecz podniesc tu nalezy iz stan nauczycielski w oczach opinii publicznej bardzo a bardzo wiele traci na swej powadze i poszanowaniu dzi?ki tym stosunkom. -

Bo z k^d ze rekrutuj^ si? ci kandydaci nauczycielscy? Oto z ludzi ktorzy najpierw bardzo male, lub zadnych studjow nie posiadaj^, - z ludzi, ktorzy nie mog^ sobie niegdzie stanowiska znalesc, i chleb nauczycialski uwazaj^ za rodzaj przytulka, - albo w koncu z ludzi, ktorzy stan nauczycialski uwazaja za stan przejsciowy, prowizoryczny, i zajmuj^ posady tak dlugo, dopoki sobie innego odpowiednieszego stanowiska nie znajd^. - Dodac tu nalezy iz poswi?caj^ si? temu zawodowi nawi?cej kobiety, ktore skazane na staropanienstwo, szukaj^ w nim przytulku na starosc. -coz za korzysc z tego? Oto najpierw szkola nie funkcyonuje nalezycie, post^pu nie mozna si? spodziewac, dalej dziej^si? ciagle zmiany, nieraz i w ciagu roku, bo na czemze zalezy takiemu nauczycielowi, jezli opuszcza szkol? sam kiedy zachce, a wreszcie i powaga stanu nauczycielskiego cierpi na tem, gdyz wielu z tych niby nauczycieli uwazaj^c chleb nauczycielski tylko jako srodek do tymczasowego nieraz utrzymania, nie s^ przej?ci waznosci^ powolania, i zachowaniem si? swojem na kazdym kroku przynosz^ tylko wstyd i hanb? stanowi nauczycielskiemu. To tez choc oficyalnie gloszon^ bywa czesc i poszanowanie dla stanu nauczycielskiego, w stosunkach jednak codziennych i towarzyskich stoi stan nauczycielski bardzo nieodpowiedno, wlasnie przez owe pojedyncze jednostki, ktore wkradlszy si? w szeregi nauczycielskie, s^ tylko zaglada i przeszkoda. -

Nauczycialstwo powitalo z wdzi^cznosci^ rozporz^dzenie Wysokiej c. i k. Rady szkol. Kraj., ktore zabrania obsadzania posad osobistosciami niekwalifikowanymi, ze smutkiem jednak patrzec musi iz powyzsze rozporz^dzenie nie jest scisle wykonane. -

Nauczycielstwo wyraza nieraz swoj zal z tego powodu, glownie dlatego, iz gdyby rozporz^dzenie to zostalo scisle wykonanem, wtenczas ogromna liczba nicobsadzonych posad zwrocic by masiala uwaga Wysokiego Sejmu, a nauczycielstwo mogloby si? wtenczas spodziewac polepszenia swego bytu. -

Nauczycialstwo naszego kraju jest przekonane iz Wysoka c. i k. Rada szk. Kraj. - jako wladza przelozona jest przychylnia dla tego stanu usposobion^, i wlasnie w tym celu wydala powyzsz? rozporz^dzenie i nie w^tpi iz Wysoka c. i k. Rada szk. Kraj. postara si?, by rozporz^dzenie te zostalo w calej pelni wykonane. - Nauczycielstwo b?dzie bardzo wdzi?czne Wysokiej c. i k. Radzie szk. Kraj. gdy pozb?dzie si? z swego grona indywiduow, ktore nietylko szkole ale i calemu stanowi korzysci nie przynosza. -

Wprawdzie lepsze uposazenie materyalnie nauczycieli mogloby zapobiedz tym anormalnym stosunkom, gdy tylko wi?ksza zyczliwosc i ch?c dla szkolnictwa Wysoki Sejm okazac zachcial. -

Wtedy nie byloby powadu narzekac na brak nauczycieli, i ludzi, ktorzy by z prawdziwem poswi^ceniem temu zawodowi si§ poswi^cali, wyksztalconych, inteligentnych, ktoryby szkole prawdziw^ korzysc a nauczycielstwu zaszczyt przynosili. -

Dzis warunki byta s^ ci^zkie, totez gdyby w zawodzie nauczycielskim stworzyly si§ choc sredniej miary widoki, mlodziez poswi^calaby nia si§ z ochot^. - Jezli jednak uposazenie terazniesze nauczycieli jest nizsze od budnika kolejowego placy, portyera lub slugusa gmachu sejmowego, od ktorych to ludzi nie z^da si§ tych studyow, jakich z^daj^ od nauczycieli, a do tego nie ma jeszcze zadnych widokow i awansu w przyszlosci, trudno si§ dziwic, ze szeregi nauczycieli coraz bardziej si§ przerzadzaj^. -

Nie watpimy, iz Wysoka ck. Rada szk. Kraj. w ten sam sposob zapatruje si§ na t§ spraw§, jednakze nie o zaleznosci Wysokiej ck. Rady szk. Kraj. od Wysokiego Sejmu, wie i o tem ze malo tu zdzialac moze jezli Wysoki Sejm swej dobrej woli ku temu sam nie zaznaczy. - Jednakze nauczycielstwo jest przekonane iz glos Wysokiej ck. Rady szk. Kraj. jako wladzy fachowej ma wiele znaczenia, a poparcie prosb naszych z jej strony moze wiele przyczynic si§ do pokierowania sprawy na dobre tory. - To tez nauczycielstwo nie w^tpi, iz Wysoka ck. Rada szk. Kraj. popiera na kazdym kroku ich sluszne zyczenia, a choc one nie znajduj^ posluchu, tam gdzie nalezy, zwyne to przekonanie iz moze liczyc w kazdej chwili na zyczliwe poparcie naszej Wysokiej wladzy. -

Wprawdzi omawiano juz nie raz sprawy polepszenia bytu stanu nauczycielskiego, wylonialy si§ rozne projekta, lecz zaden z nich nie zadowolnil z^dan nauczycieli, nie uczynil zadosc zyczeniom w kierunku awansu. - Nie tyle ubija si§ nauczycielstwo o podwyzszenie plac, ile o awans. Zaprowadzenie awansu powitaloby nauczycielstwo z radosci^, gdyz bylby on aktem sprawiedliwosci dla nauczycieli. - Wtenczas kazdy nauczyciel poczynalby sluzb§ od najnizszej placy, a w miar§ zaslug i lat sluzby przechodzilby do coraz wyzczej placy. Bylyby wtenczas pewne widoki, i nauczycielstwo byloby pewnem, iz nie protekcya, lub inne wzgl^dy, jakto dotychczas si§ praktykuje wplywalyby na awans, lech jedynie zasluga. - Dzis z przykrosci^ patrzec trzeba na to, jak system protekcyjny kwitnie w calej pelni. Ukonczony seminarzysta maj^c protekcya, dostaje lepsz^ posad^, jak nauczyciel ktory juz dluzszy czas pracuje, a czyz nie moze juz byc wi^kszej niesprawiedliwosci, jezli osoba niemaj^ca cz^sto najmniejszej kwalifikacyi otrzymuje posad§ jakiej nie ma nauczyciel z kwalifikacy^ i zaslug^?

To tez nauczycielstwo nie moze patrzec na istniej^cy stan rzeczy oboj^tnem okiem, i celem znikni^cia go pragnie zaprowadzenia awansu. - W tym celu ma byc ulozony krajowy status nauczycieli wedlug lat sluzby, status ten ma byc podzielonym na siedem klas, a do kazdej klasy ma byc przywi^zana placa, a mianowicie:

klasa 300 zl. IV klasa 600 zl.

„ 400 „ V „ 700 „

„ 500 „ VI „ 800 „

VII klasa 900 zl.

W dalszem nast^pstwie zaprowadzenia awansu musi byc charakter rzeczywistego nauczyciela i placa nie do miejscowosci, lecz do osoby nauczyciela. Przywi^zanie placy i charakteru rzeczywistego nauczyciela do miejsca dziela bardzo szkodliwie na rozwoj szkoly, jakotez i na stosunki sluzbowe nauczycieli. - Kazdy bowiem nauczyciel stara si§ co roku o lepsza posad§ i z tego powodu ci^gle si§ przenosi, a na tem cierpi najpierw szkola, ktora przez coroczne zmiany nauczycieli nie wiele korzysta. Krazdy bowiem nauczyciel, ktory si§ spodziewa iz dluzej nad rok lub dwa na jednej posadzie nie b^dzie, pracowac przeciz dla swego nast?pcy nie b?dzie tak, jakby to pracowal, gdyby wiedzial ze dluzej tu zostanie. Zreszt^ cz?sta zmiana nauczycieli juz ze wzgl?dow pedagogicznych nie jest wskazan^. - Cierpi dalej na tem i nauczyciel, ktory albo zmuszony, lub na wlasn^ prosb? przenosi si?, i naraza si? na straty materyalne, a wreszcie przywi^zanie placy i charakteru rzeczywistego nauczyciela do miejsca wplywa niemoralnie na samych nauczycieli, ktorzy ubiegaj^c si? o jedn^ i ta sam^ posad? szukaj^ roznych drog i sciezek celem otrzymania takowej wskutek czego powstaj^ miedzy niemi niejednokrotnie niesnaski i nieporozumienia. - Cierpi^ w koncu na tem nauczyciele rzeczywisci, ktorzy nie moga si? przeniesc prowizorycznie na lepsz^ posad^, gdy ta si? otworzy, i z zalem patrzec musza, jak takowa zajmuje nauczyciel mniej zasluzony. -

Z tych lady wzgl?dow pragn?loby nauczycielstwo by placa i charakter sluzbowy nauczyciela byl przywi^zanym nie do miejsca lecz do osoby, tak by nauczyciel na miejscu, bez przenoszeni^ si? mogl awansowac. -

Aby jednak rzecz t? przeprowadzic, nalezaloby stworzyc jeden fundusz szkolny krajowy przez osobne dodatki do podatkow, ktore maj^ byc rownomiernie rozlozone tak na wi?ksze jak i na mniejsze wlasnosci, gdyz wszyscy zarowno z dobrodziejstwa szkoly korzystaj^ - a natomiest zniesc wszelkie fundusze szkolne okr?gowe i wszelkie zobowi^zania gmin na cale utrzymania szkol - i z tego funduszu, administrowanego przez Wysoka ck. Rad^ szkol. Kraj. op?dzac nalezaloby wszystkie wydatki na potrzeby szkolnictwa w ogolnosci, a na oplacanie wszystkich bez wyj^tku nauczycieli w szczegolnosci. -

Przywi^zanie placy i charakteru rzeczywistego nauczyciela do miejsca naraza go jeszcze i na inne nie zbyt przyjemne okolicznosci. Sytuacya nauczyciela staraj^cogo si? o stal^ posad? i o podpisanie prezenty jest nie do pozazdroszczenia. - Dbac musi on bowiem o lask^ roznych ludzi w gminie i tak: dziedzica, ktory nie popierza szkoly, dlatego ze zabiera mu robotnikow, ksi?dza, ktory przeciwny szkole ze usuni?to j? z pod wplywu kosciola, a ktory uwaza j^ za bezwyznaniowa a nauczyciela nazywa socyalist^, calej gminy wreszcie, ktora jest z nia niezadowolon^, iz zastosowuje z cal^ energy przepisy co do przymusu szkolnego. W tym wypadku jest zatem nauczyciel miedzy kowadlem, gdyz nie chcialby si? ani roznym osobistosciom ani przelozonej wladzy narazic. - Czuje si? zatem zaleznym od wszystkich a nieraz zdany jest na lask? ciemnych ludzi. Czy ta zaleznosc nauczycieli przyczynia si? do utrzymania jego powagi i poszanowania, czy moze wobec tego nauczyciel wypolniac swe obowi^zki sumiennie i bezwzgl?dnie nie kr?puj^c si? niiczem? W^tpi?! -

Nauczycielstwo zatem pragnie byc uwolnione od tej nienatyralnej zaleznosci i roznorakich wplywow, nie chce byc kr?powanem w pelnieniu swych obowi^zkow, i chce miac tylko jedn^ wladzy, przed ktorq odpowiada za siebie. -

Nauczycielstwo pragnie zatem by podpisywanie prezenty zostalo zniesionem, a nominacya rzeczywistego nauczyciela by mogla byc wydana na mocy uzyskanego patenta kwalifikacyjnego, wprost z Wysokiej ck. Rady szk. Kr. i bez przywi^zania do miejsca. Zyskaloby na tem nauczycielstwo po piezwcze: niezaleznosc wobech wielu czynnikow, po drugie, gdyby awans dalszy np. do III klasy zastrzezona jedynie dla tych, ktorzy wykazu^ si? patentem kwalifikacyjnym, staraliby si? sami nauczyciele o jak najrychlejsze zdawanie tego egzamina we wlasnym interesie, i przelozone wladze nie widzialyby koniecznosci zmuszac ich do tego, jak si? to niestety dzis praktykuje. - Po trzecie, zyskaloby nauczycielstwo to, iz nie byloby narazone na szykany inspektorow szkolnych, ktorzy pod tym wzgl?dem maj^ dotychczas wielk^ samowolnosc i mog^ dowolnie rozporz^dzac losem nauczycieli, kieruj^c si? nieraz wzgl?dami osobistymi.

Lacznie z spawa polepszenia bytu materyalnego jest sprawa zmiany kar dyscyplinarnych. Kary dyscyplinarne jakie dotychczas istniej^ s^ za zbyt surowe i zostawiaj^ zbyt otwarte pole do samowolnego zastosowania. Nauczyciel dostaj^cy nagan?, traci na pi?c lat pi?ciolecie tj 250 zl w ilez razy trafia si? ze traci i poprzednie pi?ciolecia ktore posiada, a w dodatku zostaje jeszcze przeniesionym na gorsz^ posada. - Wtenczas traci na tysi^ce, i zostaje zupelnie zrujnowanym, zwlaczcza gdy ma jeszcze rodzin?. - Jezli powrownamy kary, jakie maj^ zostosowanie w innych instytucyach, ktore nieraz materyalnie wi?cej trac^ przez niedbalstwo swych funkcyonaryuszow, jak np. nagana, kara pieni?zna, pomini?cie w awansie, przeniesienie, spensyonowanie lub oddalenie w najgorszym wypadku, a porownamy skutki dyscyplinarki u nauczycieli, ktorzy nie narazaja, nikogo w razie zaniedbania swych obowi^zkow na strata materyaln^, to nie dziwic si?, iz nauczycielstwo czuje si? pod tym wzgl?dem bardzo pokrzywdzonem w swych prawach. - Nauczycielstwo sadzi, iz zaniedbanie obowiazkow powinno byc karanem nie tak jednak ze by placa zasluzana mogla byc odobrana. Ta powinna byc nienaruszona pod zadnym warankiem. -

Jezli tedy strescimy z^dania nauczycieli, w kierunku polepszenia bytu materyalnego, przedstawiaja si? one sposob nast?puj^cy:

zaprowadzenie awansu i statusu wedlug lat sluzby.

ustanowienie siedm klas plac; a mianowicie:

I kl. - 300 zl. II kl. - 400 zl. III kl. - 500 zl.

„ - 600 zl. V „ 700 zl. VI „ 800 zl.

VII „ - 900 zl.

Placa i charakter rzeczywistego nauczyciela jest przywi^zany do osoby.

zniesienie funduszow okr?gowych, i wszelkich zobowi^zan gmin na cele szkolne a utworzenie jednego fundusza szkol. kraj. z dodatkow do podatkow rownamiernie rozlozonych. -

Zniesienie prawa prezenty.

Nominacy^ rzeczywistego nauczyciela nast?puje na podstawie uzyckanego patenta kwalifikacyjnego.

Nauczycial nie maj^cy patenta kwalifikacyjnego nie moze awansowac wyzej nad 400 zl. -

Kary dyscyplinarne s^:

nagana ustna, pisemna, pieni?zna /:stopniowo:/, przeniesienie, pomini?cie w awansie, czasowe zawieszenie w sluzbie, odebranie kierownictwa, spensyanowanie lub w najgorszym wypadku calkowite wydalenie. -

Dodatek na mieszkanie o ile go nie ma w naturze w wysokosci 20% pobieranij placy; drozyzniany w wysokosci 15% za kierownictwo 25%. -

Znizenie lat sluzby do lat 30. -

Te z^dania przedklada nauczycielstwo Wysokiej c. i k. Radzie szkolnej Kraj. w nadziei iz Wysoka c. i k. Rada szk. Kr. wezmie je pod swa rozwaga i poprze takowe na najblizszej sesyi Wysokiego Sejmu. - Nauczycielstwo przedkladaj^c niniejszy projekt kieruja si? wzgledami nietylko czysto osobistymi i materyalnymi, ale rowniez wzgl?dami o dobro i rozwoj szkoly naszej oraz spoleczenstwa, na ktorego pracuj^. Nie watpi, iz poparte przez Wysoka c. i k. Rada szk. Krajowa znajda posluch w sferach kompetentnych, tem bardziej iz zasluguj^ na to, by praca ich ci?zka i mozolna, byla wynagrodzona tak, jak sprawiedliwosc nakazuje. Wprawdzie szkola nasza nie wydala jeszcze tych owocow, jakichby spodziewac si? nalezalo, lecz wlasnie przyczyny szukac nalezy w zbyt lichem materyalnem zaopatrzeniu nauczycieli. Nauczycielstwo dla tego nie watpi, iz jezli powyzsze z^dania pomyslnym skutkiem uwienczone zostan^, rozwoj szkolnictwa w kraju naszym wejdzie na inne, bo lepsze tory, i tuszyc mozna, ze dojdziemy pr^dzej do tego idealu, jakismy sobie wytkn^li, by podniesc biedny i skolatany stuletnimi wypadkami kraj nasz do rz^du innech krajow cywilizowanych. -

Nie watpimy iz Wysoka c. i k. Rada szkol. Kraj. jako nasza przelozona Wladza jest zyczliwie usposobiona dla naszej sprawy i dlatego przedkladamy jej w pierwszym rz^dzie nasze z^dania, ktore zarazem przedkladamy rownoczesnie Wysokiemu Wydzialowi Krajowemu i Wysokiemu Sejmowi, - i zywimy nadziej^, iz doznamy ze strony naszej Wysokiej Wladzy wszelkiego zyczliwego i slusznego poparcia. - Bobrka dnia 10 pazdziernika 1891.

(the signatures of 76 teachers)

The historical source: Central State Historical Archives of Ukraine in Lviv, f 178, d. 1, c. 1136, pp. 1-8.

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