ŠOLSKA KRONIKA / SCHOOL CHRONICLE 2009/1
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IZJAVA O ETIKI OBJAVLJANJA IN ZLORABAH PRI OBJAVLJANJU
PUBLICATION ETHICS AND PUBLICATION MALPRACTICE STATEMENT
UREDNIŠKI ODBOR REVIJE ŠOLSKA KRONIKA / EDITORIAL BOARD OF PUBLICATION SCHOOL CHRONICLE
Šolska kronika / Navodila avtorjem in avtoricam
School Chronicle / Instructions to contributors
ŠOLSKA KRONIKA
REVIJA ZA ZGODOVINO ŠOLSTVA IN VZGOJE
Glasilo Slovenskega šolskega muzeja, Ljubljana
Leto 2009 – številka 1
Letnik 18 - XLII
School Chronicle / Schulchronik
Journal of the History of Schooling and Education.
Bulletin of the Slovenian School Museum. Ljubljana. Slovenia.
Zeitschrift für Schul- und Erziehungsgeschichte. Organ des Slowenischen Schulmuseums. Ljubljana. Slowenien.
VSEBINA / CONTENTS / INHALTSVERZEICHNIS
ČLANKI IN PRISPEVKI / ARTICLES AND OTHER CONTRUBUTIONS / ARTIKEL UND BEITRÄGE
Ivanka Huber, Šolstvo na Goričkem
od srede 19. do srede 20. stoletja ...7–21
Schools in the Goričko area from the mid-19th to the mid-20th century
Das Schulwesen in Goričko von der Mitte des 19. Jahrhunderts bis
zur Mitte des 20. Jahrhunderts
Andrej Vovko, Šolske razmere na Kočevskem v letih
1908–1914 v luči Slovenskega Branika ...22–36
Educational conditions in the Kočevje area during the period between
1908 and 1914 as reported by Slovenski Branik
Schulverhältnisse im Kočevjer Gebiet in den Jahren von 1908 bis 1914
dargestellt in der Zeitschrift „Slovenski Branik“
Stanislav Južnič, Poldrugo stoletje Osnovne šole
pri Fari v Kostelu ...37–43
A century and a half of the primary school at Fara in Kostel
Ein halbes Jahrhundert der Grundschule bei Fara in Kostel
Kristjan Šadl, Osnovna šola Črenšovci v Prekmurju 1919–1941 ...44–61
The Črenšovci primary school in Prekmurje, 1919–1941
Die Grundschule Črešnovci in Prekmurje (Übermurgebiet) von 1919 bis 1941
Franček Lasbaher, K zgodovini osnovne šole Libeliče
na Koroškem v letih 1820–1922 ...62–70
A Contribution to the History of the Primary School at Libeliče
na Koroškem (Carinthia)
Ein Beitrag zur Geschichte der Grundschule in Libeliče in Kärnten
Andreja Podlipnik, Na temeljih Magdalenske osnovne šole
je zrasla Osnovna šola Borisa Kidriča v Mariboru ...71–89
The Boris Kidrič Primary School in Maribor grew on the foundations
of the Magdalene School
Auf den Grundlagen der Magdalener Grundschule entstand
die Grundschule Boris Kidrič in Maribor
Tanja Cukjati, Osnovna šola na Kopanju pri Grosuplju ...90–102
The primary school in Kopanj near Grosuplje
Die Grundschule auf Kopanj bei Grosuplje
Mladen Tancer, Pedagoška profiliranost dr. Ljudevita Pivka
in njegov prispevek k slovenski telesni kulturi ...103–108
The educational profile of Dr Ljudevit Pivko and his contribution to
Slovenian physical education
Die Pädagogische Profilierung von Dr. Ljudevit Pivko und sein Beitrag
zur slowenischen Körperkultur
Tatjana Hojan Nemirni učitelj Maks Ivanetič (1856–1910) ...109–116
The restless teacher Maks Ivanetič
Der unruhige Lehrer Maks Ivanetič
SPOMINI NA ŠOLO / REMINISCENCES OF SCHOOLING / ERINNERUNG AND DIE SCHULE
Mira Hiršel, Moja učiteljska pot: ...117–131
Iz zgodovine Pomožne šole Tržič
My path as a teacher: from the history of special school in Tržič
Mein Weg als Lehrerin: Aus der Geschichte der Hilfsschule Tržič
Savina Gorišek, Spomini na učiteljevanje v Smokvici, Movražu,
Podbežah in Zabičah na Primorskem ...132–142
Teaching in the villages of Smokvica, Movraž, Podbreže and Zabiče in Primorska
Das Unterrichten in den Dörfern Smokvica, Movraš, Podbreže und Zabiče auf dem Gebiet von Primorsko
JUBILEJI / ANNIVERSARIES / JUBILÄEN
Slavica Pavlič, Jubileji šol v letu 2010 ...143–156
School anniversaries in 2010
Schuljubiläen im Jahre 2010
IN MEMORIAM
Akademik prof. dr. Vasilij Melik 1921–2009 ...157–158
The academician Prof. Dr Vasilij Melik
Der Akademiker Prof. Dr. Vasilij Melik
Dr. Ervin Dolenc 1960–2009 ...159–162
Prof. Cene Omerzel 1932–2009 ...163–164
IZ MUZEJSKEGA DELA / MUSEUM ACTIVITIES / AUS DER TÄTIGKEIT DES MUSEUMS
Slovenski šolski muzej v letu 2008
Poročilo o delu ...165–193
Slovenian School Museum - Annual Report 2008
Slowenisches Schulmuseum - Der Jahresbericht 2008
Razstave o preteklosti Univerze v Ljubljani, njeni
organizaciji in študijski ureditvi. Zgodovinski arhiv
in muzej Univerze v Ljubljani. Ljubljana 2001–2008 ...194–199
Exhibitions on the History of the University of Ljubljana,
Its Organisation and the System of Study. Historical Archive
and Museum of the University of Ljubljana, Ljubljana, 2001–2008
Ausstellungen Über die Vergangenheit der Universität Ljubljana,
deren Organisationen und Studienordnungen. Geschichtsarchiv und
Geschichtsmuseum der Universität Ljubljana, 2001–2008
Mateja Ribarič, Utrinki iz šolskega življenja v Nepalu
pod Everestom ...200–210
Fragments from school life in the land of the Sherpas below Mt. Everest
Splitter aus dem Schulleben im Land der Sherpas unter Mount Everest
Vicente Peña Saavedra, Kratki zapiski o pedagoških muzejih
na Iberskem polotoku ...211–222
Some brief notes on educational museums on the Iberian Peninsula
Kurze Notizen über pädagogische Museen auf der Iberischen Halbinsel
Francesca Davida Pizzigoni, Šolski muzeji
v Italiji: kratek pregled ...223–229
School museums in Italy: a short overview
Schulmuseen in Italien: ein kurzer Überblick
Šolska muzeja na Norveškem (Bergen in Oslo) in
Danski šolski muzej v Københavnu ...230–246
Two school museums in Norway (Bergen and Oslo) and the Danish
School Museum in Copenhagen
Schulmuseen in Norwegen (Bergen und Oslo) und das Dänische
Schulmuseum in Kopenhagen
DROBTINICE IZ ŠOLSKE PRETEKLOSTI / BITS AND PIECES FROM PAST SCHOOL TIMES / SPLITTER DER SCHULVERGANGENHEIT
Ob prvi številki mladinske revije »Naš rod« leta 1929 ...247–248
Upon the first issue of the youth magazine Naš rod in 1929
Zur ersten Ausgabe der Jugendzeitschrift “Naš rod“ im Jahre 1929
POROČILA IN OCENE / REPORTS AND REVIEWS / BERICHTE UND REZENSIONEN
Poročila in ocene ...249–257
Histoire de l’Education ...249–250
Madlen Benthin: Die Vertreibung der Deutschen aus Ostmitteleuropa ...250–252
Vesna Rapo, Zdravlje i škola ...252–255
Vrhniški razgledi ...256–257
Navodila avtorjem ...259
Instructions to contibutors
Anleitungen für Autoren
______________________________________________________________________________
Ivanka Huber
Das Schulwesen in Goričko von der Mitte des 19. Jahrhunderts bis zur Mitte des 20. Jahrhunderts
Šolstvo na Goričkem od srede 19. do srede 20. stoletja
Schools in the Goričko area from the mid-19th to the mid-20th century
Zusammenfassung
Im Gebiet von Prekmurje galten schon immer völlig andere Verhältnisse als in den anderen Teilen der slowenischen Region. Bis zum Jahre 1919 war das Prekmurje unter ungarischer Macht und das Schulwesen ging seinen ganz eigenen Weg. Es handelte sich dabei um besondere soziale, politische und kulturelle Folgen mit typischen äußerst schlechten materiellen Verhältnissen. Außer den Ungarn selbst gab es keine bedeutenden Persönlichkeiten, die zur Entwicklung des im Rückstand gebliebenen Schulwesens beitragen würden. Das Volk jedoch setzte sich stets für die Erhaltung der Prekmurjer Sprache ein. Im Jahre 1929 wurde die sogenannte Koedukation (gemeinsamer Unterricht für Mädchen und Jungen) eingeführt, bis dahin hielt man den Unterricht gesondert ab. Goričko ist ein spezifisches Gebiet, dessen Bewohner von schwerer Bauernarbeit, unfruchtbarer Erde, Saisonarbeit im Ausland und Auswanderung gekennzeichnet sind. Durchgehend war der Einfluss der beiden Nachbarstaaten zu spüren: Im Westen von Goričko war der Einfluss von Österreich stärker, im Osten jedoch spürte man eher den Einfluss von Ungarn. Bei der Bevölkerung war Österreich beliebter als Ungarn, da man auf keinen Fall die langjährige ungarische Macht vergessen konnte. Einen großen Einfluss auf die Erziehung und Bildung hatten die beiden Kirchen, die römisch-katholische und evangelische Kirche und die Familie. Die katholischen Priester waren nationalbewusst, sie bemühten sich um die Erhaltung der slowenischen Sprache, verfügten über eine eigene literarische Tätigkeit und missbilligten die Auswanderung. Sie waren gegen Mädchenbildung und warnten vor negativen Folgen der Frauenbildung. Die Evangelisten forderten eine gleiche Elementarbildung ungeachtet des Geschlechts. Sie hatten evangelische Frauenvereine (Sozialarbeit, Sorge für die Umwelt und geselliges Leben). Die Evangelisten und ihre Priester jedoch waren der Ungarisierung freundlich gesinnt. Die Erziehung zu Hause war häufig gegen die Schule und den Lehrer gerichtet. Wenn die Familie gut gebildet war und wenn man über ein großes Allgemeinwissen verfügte, wurden Schulung und Mädchenbildung gebilligt und unterstützt, anderenfalls jedoch nicht. Stark verwurzelt bei der Bevölkerung war der Glaube an ein “bestimmtes Schicksal“. Die Schule war für sie nicht etwas Gutes und Positives, sondern mehr ein “notwendiges Übel“. Trotzdem verfügte Goričko über eine erhebliche Anzahl der Schulen und die Einschulungsquote nahm von Jahr zu Jahr zu.
Izvleček
Šola se razume kot najpomembnejša institucija države, kot taka ima v rokah prihodnost družbe in njenih članov. Nastanek javne šole in državnega šolskega sistema bi naj bil instrument konstituiranja državljanstva in enakosti pravic, vendar pot do tovrstnega cilja ni bila lahka niti povsod enaka. Za izobraževanje in vzgojo na Goričkem v Prekmurju od srede 19. do srede 20. stoletja sta bila odločilnega pomena vpliv Cerkve in družine ter gmotni položaj, veliko pa je bilo odvisno tudi od tedanje madžarske oblasti, ki so ji bili podvrženi. Na zahodnem delu Goričkega so v tem obdobju imeli šole na Cankovi, v Gerlincih, Fikšincih, na Pertoči, v Rogaševcih, Kuzmi, Gornjih Slavečih in Dolnjih Slavečih.
Abstract
It might be expected that the emergence of public schools and a state educational system would help shape citizenship and equality of rights, but the path to these goals was not easy nor the same everywhere. It was the Church, the family and the financial situation that exerted decisive influence on education in the Goričko area of the Prekmurje region between the mid-19th and the mid-20th century. A great deal also depended on the then Hungarian authorities under whose rule this area found itself at that time. In the western part of Goričko, there were schools in Cankova, Gerlinci, Fikšinci, Pertoča, Rogaševci, Kuzma, Gornji Slaveči and Dolnji Slaveči.
Andrej Vovko
Schulverhältnisse im Kočevjer Gebiet in den Jahren von 1908 bis 1914 dargestellt in der Zeitschrift „Slovenski Branik“
Šolske razmere na Kočevskem v letih 1908–1914 v luči Slovenskega
Branika
Educational conditions in the Kočevje area during the period between
1908 and 1914 as reported by Slovenski Branik
Zusammenfassung
Der vorliegende Beitrag hat nicht die Absicht, einen abgeschlossenen Überblick über die Verhältnisse im Kočevjer Gebiet im Bereich des Schulwesens einige Jahre vor dem Ersten Weltkrieg zu geben, vielmehr deutet er von der Beziehung der slowenischen Monatszeitschrift „Slovenski Branik“, die in den Jahren von 1908 bis 1914 erschien, zur oben erwähnten Problematik. Die Zeitschrift beschäftigte sich vorwiegend mit der Popularisierung der slowenischen nationalen Abwehrtätigkeit, vor allem der Schulorganisation Gesellschaft des heiligen Kyrillus und Methodius und der Begleitung der nationalen Kämpfe auf slowenischem Gebiet, vor allem dadurch, dass sie auf die Wirkung der deutschen und italienischen Assimilierungsorganisationen Deutscher Schulverein, Südmark und Lega Nationale machte. Bei der Darstellung dieser Verhältnisse im Kočevjer Gebiet sind besonders interessant sowohl die Tatsachen, welche Ereignisse bei Slovenski Branik hervorgehoben wurden als auch die Tatsache, wie man sie in kürzerer oder längerer Form kommentierte. Betrachten wir die grundlegende Ausrichrung von Slovenski Branik, dann überrascht es uns auf keinen Fall, dass sich ein großer Teil der Nachrichten, Kommentare und zuweilen sehr umfangreicher Artikel mit dem Schulwesen beschäftigt, was sowohl öffentliche Schulen betrifft als auch das Schulwesen der deutschen privaten Angriffsorganisation Deutscher Schulverein, gleichzeitig aber auch der slowenischen privaten Nationalbefreiungsorganisation Gesellschaft des Heiligen Kyrillus und Methodius. Der in den Zeitschriftberichten stets anwesende rote Faden ist eine standhafte Bezeugung der Benachteiligung der slowenischen Bevölkerung in Kočevsko und der unberechtigten Bevorzugung der Kočevjer Deutschen sowohl auf dem schulischen als auch auf sämtlichen anderen Gebieten des Lebens.
In dieser Berichterstattung erwies die Zeitschrift Slovenski Branik eine deutliche liberale politische Bestimmung. Mitschuldig für die Benachteiligung der Kočevjer Slowenen erklärte die Zeitschrift immer aufs Neue die Politiker der slowenischen Volkspartei, vor allem die Abgeordneten im Kranjer Landtag und Ausschussmitglieder im Landesschulausschuss. Es wurde ihnen vorgeworfen, sie hätten die nationalen Rechte der Kočevjer Slowenen auf Kosten des politischen Paktierens mit den Kranjer Deutschen verkauft. Dabei wurde selbstverständlich die ähnliche liberale politische Taktik aus der früheren Periode „vergessen“. Die Zeitschrift hat in der Regel eine schärfere Einstellung gegenüber den slowenischen politischen Gegenern als gegnüber den Deutschen. Trotz all dieser thematischer und parteilicher „Ausschnitte“ und der Einschränkungen, die daraus hervorgehen, gibt uns ein Überblick der Einstellungen von Slovenski Branik auf schulische Fragen zweifellos einen Einblick in eine bestimmte Denkart, andererseits aber auch nützliche konkrete Daten zum leichteren Verständnis und eine geschichtliche Erforschung des Geschehens auf dem Gebiet des Schulwesens in Kočevsko unmittelbar vor dem Ersten Weltkrieg.
Izvleček
V prispevku so predstavljeni odmevi dogajanja na šolskem področju na Kočevskem v letih 1908-1914, kot je o njih poročal slovenski narodnoobrambni mesečnik Slovenski Branik, ki so ga izdajali ljudje blizu vodstev dveh slovenskih narodnoobrambnih organizacij šolske Družbe sv. Cirila in Metoda in gospodarskega Branibora. Pri poročanju o šolskem dogajanju na Kočevskem v navedenem obdobju je tako Slovenski Branik razumljivo posvetil veliko pozornost delovanju Družbe sv. Cirila in Metoda in konkurenčnih šolskega Deutscher Schulvereina ter gospodarske Südmark na tem geografskem področju, kot tudi razmeram na področju javnega šolstva, ki pa so bile izrazito v škodo slovenskega prebivalstva. Pri poročanju in kometiranju dogajanja je Slovenski Branik pogosto celo v večji meri kot do nemške srtani jasno izkazal svojo liberalno politično opredelitev in prevladujoče sovražen odnos do slovenskega katoliškega političnega tabora.
Abstract
The article presents the reactions to educational events in the Kočevje area between 1908 and 1914 as they were reported by the Slovenian national defence monthly Slovenski Branik, which was published by people who were close to two Slovenian national defence organisations: the Society of Saints Cyril and Methodius and Branibor. The monthly also reported on the Society of competitive organisations (Deutcher Schulverein and Südmark), which acted to the detriment of the Slovenian population. The writing in Slovenski Branik shows liberal political orientation and a dominantly hostile attitude to the Slovenian Catholic political sphere.
Stanislav Južnič
Poldrugo stoletje Osnovne šole pri Fari v Kostelu
A century and a half of the primary school at Fara in Kostel
Povzetek
Pred poldrugim stoletjem je Prifarska šola začela svoje izobraževalno poslanstvo. Ob njenih začetkih ji je primanjkovalo učiteljev, danes pa pogreša predvsem učence saj je ob zgornjem toku reke Kolpe vedno manj prebivalcev.
Abstract
The Elementary School of Fara began its educational function a century and half ago. In its early days the school urgently needed teachers, but today it mostly needs pupils because of the depopulation of the Upper Kolpa River valley.
Kristjan Šadl
The Črenšovci primary school in Prekmurje 1919 - 1941
Osnovna šola Črenšovci v Prekmurju 1919–1941
Summary
According to the available data, the inception of the primary school in Črenšovci is connected with the establishment of a parish in this village in 1807. The first recorded teacher was cantor Mihael Strinji, who taught there between 1809 and 1825. We can thus surmise that the origin of the school in Črenšovci dates somewhere between 1807 and 1809.
In 1811, the first wooden school building was constructed. Initially, the school had only one class. In 1865, at the time of the teacher-cantor Franc Rozman, a new school was built, which served its purpose until 1965, when the present day school was erected. The language of instruction from the establishment of the school and probably until 1879 was Slovene (but in the Prekmurje dialect). From 1880 at the latest and until the annexation of Prekmurje to Yugoslavia, lessons were taught in Hungarian. In 1884, the school became a two-class school, from 1913 there were three classes and from 1940 five.
After Prekmurje became a part of Yugoslavia in 1919, the school was closed until 9 February 1920, when Štefan Lutar was transferred to Črenšovci from Trnje and led the school until 31 January 1940. In 1929, the law on national schools was adopted, which included a provision on the nationalisation of all primary schools. This started a struggle for the assets of the former church schools, including the Roman Catholic school in Črenšovci. In 1933, there was a legal dispute between the Črenšovci municipality and the Črenšovci parish office. In that year the Ban authorities, following a proposal of the Črenšovci municipality, changed the school’s name from “Črenšovci Roman Catholic School” to “Črenšovci Municipal School”. The Črenšovci priest lodged an appeal against this change, to which the Ban authorities acceded in 1934, and thus the name “Črenšovci Roman Catholic School” was retained.
The Črenšovci school building and the land belonging to it was finally returned to the Črenšovci parish in 1938 and the state had to lease it from the parish. Lessons continued to be held at the Črenšovci school (as well as at other schools) until 1 April 1941.
Izvleček
Prispevek predstavlja razvoj osnovne šole v Črenšovcih od njenega nastanka do leta 1941, s poudarkom med leti 1919 in 1941 - za to obdobje sem pridobil razpoložljive vire. Na kratko sem v prispevku predstavil tudi spreminjanje šolske zakonodaje na Madžarskem od ustanovitve rimokatoliške šole v Črenšovcih do leta 1919, kar je odločilno vplivalo na to, da je bil učni jezik na šoli v Črenšovcih od leta 1880 naprej pa vse do priključitve Prekmurja k Jugoslaviji izključno madžarski (na šoli so v tem obdobju delovali samo madžarski učitelji). Iz časa stare Jugoslavije (1919-1941) sem izpostavil zakon o narodnih šolah kraljevine Jugoslavije (1929), ki je močno vplival na prekmurske verske šole, torej tudi na šolo v Črenšovcih. Na koncu sem predstavil še znamenite učitelje in učence, ki so poučevali oz. obiskovali šolo.
Summary
The contribution presents the development of the Črenšovci primary school from its inception until 1941, taking into account the available sources and with an emphasis on the period between 1919 and 1941. We can follow the changes in the Hungarian legislation pertaining to education from the establishment of the Roman Catholic School in Črenšovci until 1919, which affected the language of instruction. This was from 1880 onwards and until the annexation of Prekmurje to Yugoslavia in 1919 Hungarian, and the teachers were exclusively Hungarian. The law on national schools in the Kingdom of Yugoslavia (1929) had a strong effect on church schools in Prekmurje. Finally, there is also a presentation of famous teachers and pupils.
Franček Lasbaher
Ein Beitrag zur Geschichte der Grundschule in Libeliče in Kärnten 1820-1922
K zgodovini osnovne šole Libeliče na Koroškem v letih 1820–1922
A Contribution to the History of the Primary School at Libeliče na Koroškem (Carinthia)
Zusammenfassung
Der Beitrag präsentiert die Geschichte von der Grundschule im Dorf Libeliče seit ihrem Anfang im Jahre 1820 bis zur Verselbsständigung Sloweniens im Jahre 1991; teilweise wird auch das Entstehen und die Entwicklung des örtlichen Kindergartens berücksichtigt. Die Hauptquelle des Beitrags ist die bestehende Schulchronik, die bis jetzt eigentlich auch das einzige entsprechende Hilfsmittel darstellt. Die Schlüsselperiode dieser Geschichte sind die Jahre 1920 bis 1922, also die Zeit der Kärtner Volksabstimmung und der folgenden zwei Jahre, als die Dorfbevölkerung durch grosse Bemühungen das hervorragende Anschliessen des Ortes zum neu entstandenen slawischen Staat Jugoslawien verwirklichte anstatt noch weiter im deutschen Österreich dahinzuvegetieren. Schon die Abstimmung selbst haben zusammen mit dem Pfarrer Anton Vogrinec drei Volksschullehrer – Rudolf Mencin, Janko Kuhar und Janko Gačnik entscheidend mitgeprägt. Für die Weiterentwicklung des Ortes und der Schule haben sich zwei Lehrerehepaare bedeutendste Verdienste erworben: das Ehepaar Ivan (Schulleiter) und Milena Močnik als beliebte Lehrerin, die beiden in der Zeit von 1922 bis 1950 und das Ehepaar Viktorija und Alojz Kos nach dem II. Weltkrieg bis Jahr 1983. Die Schule in Libeliče war bis 1973 selbsständig mit eigener Leitung, in diesem Jahr wurde sie aber der Zentravolksschule in Dravograd angegliedert. Die Schülerzahl verminderte sich ständig; einige Jahre gab es hier noch rund 30 Schulkinder und im Jahr 1990/91 noch 27 (10 Knaben + 17 Mädchen). Der Unterricht wird weiterhin von zwei Lehrern erteilt. Wie fast überall im slowenischen Volksschulwesen spielt auch die hiesige Schule eine bedeutende Rolle als kultureller und gesellschaftlicher Mittelpunkt des Ortes.
Izvleček
Prikazana je zgodovina navedene šole od nastanka v letu 1820 do leta 1923, kot je razvidna iz njene šolske kronike. Pri tem je ključno obdobje po I. svetovni vojni s koroškim plebiscitom 1920 in z uveljavitvijo libeliške ljudske volje za končno priključitev Jugoslaviji v letu 1922, za kar so bili zaslužni zlasti libeliški šolniki Rudolf Mencin, Janko Kuhar in Janko Gačnik. Upoštevana je še pomembna vloga šole v kulturno družbenem življenju kraja.
Abstract
The article deals with history of the elementary school at Libeliče from its beginning in the year 1820 to the year 1923 as it is witnessed in its school chronicle. Its key period were the years 1920 to 1922 when after the Carinthian national plebiscite the people of Libeliče realized encorporation of the village into newly established Slav state Jugoslavija instead of staying in the German Austria. This became true only after enormous efforts led also by outstanding local teachers Rudolf Mencin, Janko Kuhar and Janko Gačnik. The important role of the school as a local cultural and social centre is also considered.
Andreja Podlipnik
The history of Boris Kidrič Primary School in the Magdalena suburb of Maribor
Na temeljih Magdalenske osnovne šole je zrasla Osnovna šola Borisa Kidriča v Mariboru
Summary
On the occasion of the 70th anniversary of Boris Kidrič Primary School an article appeared about the historical development of this school in Maribor. As the first school chronicle was destroyed during World War Two, while the beginnings of the school go back to the 18th century, it was somewhat difficult to find the necessary information. But with the help of the preserved chronicles from 1941 onwards, archive material and other literature it was possible to put together an article about the founding and the development of the school and about school life, the changes in the status of the school and the various names it had from its inception in 1793 until 2007.
The article presents the historical development through seventy years of the Boris Kidrič Primary School, formerly known as the Magdalena Mixed State Primary School and its beginnings in 1793. In 1891, the school was divided into separate schools for boys and for girls, both of which experienced disturbances and the occupation of the premises by the military during World War One. After the War, Maribor grew very rapidly and the school became increasingly too small, which is why in 1935 work commenced on the building of a new school in the shape of a letter A, in the honour of King Alexander. The building was completed in two years and was considered the most modern school in the country. Soon after, the ravages of World War Two began with horrific consequences for the school (the destruction of the interior, documentation and chronicle). After the War, life gradually returned to normal, the school needed to be renovated and lessons had to start. In 1946, both schools were again united under the old name of Magdalena Mixed State Primary School until 1951, when it was renamed after France Prešeren. Only a year later, it was again divided into primary school VII and VIII. It was given its final name in 1959 after Boris Kidrič. The article also includes details about the life of the pupils and teachers, their social conditions and attempts by the school to help them, about questions concerning the teachers’ professionalism and pupil discipline and, last but not least, also the school’s acquisitions and adaptations through its 70 years of existence.
Izvleček
Ob 70-letnici Osnovne šole Borisa Kidriča je nastal članek o zgodovinskem razvoju te mariborske šole. Ker je bila prva šolska kronika uničena med drugo svetovno vojno, zametki šole pa segajo v 18. stoletje, je bilo nekoliko težje najti potrebne podatke. Vendar je s pomočjo ohranjenih kronik od leta 1941 dalje, arhivskega gradiva in literature nastal članek o ustanovitvi in razvoju šole, življenju na šoli, o spremembah njenega statusa in številnih preimenovanjih od ustanovitve leta 1793 do 2007.
Abstract
On the occasion of the 70th anniversary of the Boris Kidrič Primary School an article was written describing the historical development of this Maribor school. The origins of the school go back to the 18th century, but because the first school chronicle was destroyed during World War Two it was rather difficult to find the necessary information. However, with the help of the preserved chronicles from 1941 onwards, archived materials and literature, it was possible to write an article about the foundation and development of the school, about school life, the changes in the school’s status and numerous alterations of the name from the time the school first appeared in 1793 until 2007.
Tanja Cukjati
The primary school in Kopanj near Grosuplje
Osnovna šola na Kopanju pri Grosuplju
Summary
The school’s catchment area includes the following villages: Velika Račna, Mala Račna, Čušperk and Predole, the latter lying on the edge of Radensko polje south of Grosuplje. Various sites on the surrounding hills show that this area was already settled in prehistoric times, while there are also traces of the Romans and of medieval castles. France Prešeren (1800-1849) went there in 1807 to work as a shepherd for his uncle. Prešeren, who later became the most famous Slovene poet, preferred reading books to grazing livestock. Thus his uncle taught him how to read, write and do basic arithmetic at the stone table under the linden tree.
In the 1960s, the people of this area became aware that a place’s development depends on the education of its people and decided to develop the educational opportunities in Kopanj. Initially, the school only had one class, in 1935 it had two and at the beginning of World War Two there were three. In 1943, the school was burnt down, only the bare walls remained. Everything in the school, including all the documentation, was also destroyed. After the War, the school was rebuilt. From 1865, when the school was founded, until World War Two lessons were conducted fairly normally and regularly (as permitted by the conditions) by different teachers. Now, children can attend school in Kopanj only until the fifth grade, while the number of classes depends on the number of children, which in turn depends on the size of the population, which keeps changing.
Izvleček
Prispevek prikazuje utrinke iz zgodovine podružnične OŠ na Kopanju zbrane iz različnih virov in literature. Vsebina je razdeljena na naslednje sklope: začetki šolstva na Kopanju, šolstvo po 2. svetovni vojni in učitelji na OŠ Kopanj.
Abstract
The article presents fragments from the history of the branch primary school in Kopanje collected from various sources. It is divided into the following sections: the beginnings of education in Kopanj, the school after World War Two and the teachers at the primary school in Kopanj.
Tatjana Hojan
The restless teacher Maks Ivanetič (1856-1910)
Nemirni učitelj Maks Ivanetič (1856–1910)
Summary
Maks Ivanetič was born in 1856 in Radovljica. He finished teachers’ college in Ljubljana in 1874 and was given a post at a primary school in Kranj. Two years later he argued with the head of the school and the district school inspector Mihael Kuster. He wrote to the newspaper Slovenski narod about Kuster’s tactless and biased behaviour. The letter was not published and Ivanetič had to defend himself a year later before a jury, but was found not guilty. After this he worked in various village one-class schools in Carniola and in two in Bosnia. He strove for better salaries for teachers and intended to draw up a list of teachers. Between 1888 and 1890 he worked in Modrič in Bosnia and discovered a healing spring there, bought some land and came into conflict with the Bosnian authorities, resulting in a lengthy lawsuit. He retired twice, in 1895 and 1900, but soon became active again and worked until his death in 1910. He spent the longest time working in Dobrovec near Hrastnik and Kuželj in the Kočevje area on the Slovenian-Croatian border. There he discovered a deposit of coal. He wrote to Učiteljski tovariš about the difficult life of teachers, who toiled away for a miserly wage and enjoyed no respect. The well known Slovenian teacher Ivan Lapajne wrote about Ivanetič that he was “an honest man and a stalwart from head to foot” and that his life was “unstable, turbulent, changeable, full of battles, lawsuits and deceits.”
Izvleček
Prispevek opisuje življenje slovenskega učitelja Maksa Ivanetiča, ki je v 36. letih služboval kar v enajstih krajih, devetih na bivšem Kranjskem in dveh v Bosni. Med to dobo se je tudi dvakrat za krajši čas upokojil. Zavzemal se je za pravice učiteljev, predvsem za boljše plače, v Bosni je odkril zdravilni studenec, v Kužlju na slovensko-hrvaški mejo pa najdišče črnega premoga. V svoji prvi službi v Kranju je pisno napadel neobjektivno vedenje šolskega inšpektorja in se je moral zato zagovarjati pred sodiščem, kjer je bil oproščen.
Abstract
This contribution describes the life of the Slovenian teacher Maks Ivanetič, who in his 36 years of teaching worked in no less than eleven places, nine in the former Carniola and two in Bosnia. During this time he retired twice for a short time. He strove for teachers’ rights, in particular for better pay. In Bosnia he discovered a healing spring and in Kuželj on the Slovenian-Croatian border a deposit of coal. In his first job in Kranj he criticised the unjust behaviour of a school inspector and had to defend himself in court, where he was acquitted.
Slavica Pavlič
School anniversaries in 2009
Jubileji šol v letu 2010
Summary
Annual announcements concerning the more important anniversaries of schools in Slovenian lands during previous centuries have led to the realisation that not all schools were initially organised as one-class schools. Some schools began as provisional schools, the attendance of which was not mandatory. However, these provisional schools must not be underestimated, as in many places they were all that there was. Depending on the individual priest, organist or sexton, some schools gave their pupils sufficient knowledge for them to be able to enrol in higher town schools by teaching them the basic reading, writing and mathematical skills. Their purpose can be seen as having been fulfilled if they opened the way to further education for at least the more talented children. The important anniversaries of the schools that have been in existence for a number of centuries are a proof of the successful teaching and education they provided. In 2010 we give a short presentation of the anniversaries of over fifty primary schools in Slovenia.
Mateja Ribarič
Fragments from school life in the land of the Sherpas below Mt. Everest
Utrinki iz šolskega življenja v Nepalu pod Everestom
Summary
The Sherpa village of Phapre lies at an altitude of around 2800 metres in the Solo Khumbu area of eastern Nepal. Solo Khumbu is well known particularly to those mountaineers who want to climb the Himalayan summits of Mount Everest, Lothse and Ama Dablam as well as trekkers walking below the highest mountain in the world, through the land of the Sherpas. About 500 years ago the Sherpa nation moved from Tibet to the high regions of Nepal, below the Himalaya peaks. When in the early 20th century Nepal opened its doors to travellers and mountaineers, Sherpas became an indispensable part of mountaineering expeditions. Due to their adaptation to living at high altitudes, it became impossible to imagine climbing Himalayan peaks without their help. Travelling around the land of the Sherpas is a special experience. Both the people and the landscape are enchanting. The fluttering prayer flags greet travellers at every step, telling them that this is the home of Buddhism. The village of Phapre lies on a steep slope, amidst carefully tended terraced fields where barley, millet and potatoes are grown. Around 200 people live in small stone houses. The nearest bus station is at least a two-day walk away. There is only one water tap, in the middle of the village. There is no electricity, telephone, health care or shop. But there is plenty of hospitality and warmth, filling you with fortitude.
On my journey I also paid some attention to schools and their pupils. We often encountered them as their journey to school, sometimes up to two hours long, led along the same, one and only path. Some children have to walk over mountains and valleys every day, including in the winter when there is a considerable amount of snow. In Nepal, there are state schools (usually badly equipped, where the children do not wear a uniform, providing a lower quality of education) and private schools, financed by various individuals, travellers, mountaineers and institutions, mostly from abroad. There are also boys’ schools in monasteries, which are free of charge. A large percentage of children in Nepal are illiterate, especially girls – over 60%. Recently, women’s monasteries have been opening up, offering an opportunity for girls to get an education.
In the village of Phapre there is a local primary school with seven grades. It is attended by 70 children aged from 5 to 15. The three teachers teach maths, the Nepalese language, English and natural sciences. The badly equipped school is situated in a stone building with no glass in the windows and with earth floors. There are six classrooms, in each of which there is a blackboard and desks for the pupils. In some classes, there are not enough desks and chairs for all the children to be able to sit. After finishing this school, most of the children have no opportunity to go on to secondary education. Their knowledge thus remains limited to reading, writing, basic maths and English, and singing. However, some do get lucky. When visiting a friend in Kathmandu, I met the 10-year-old Chhoti Sherpa, who comes from Phapra. She was sent to Kathmandu by her father, an experienced sherpa who has taken part in a number of climbing expeditions, in order for her to get a better education and thus a better chance of employment. She has been living in Kathmandu, the capital of Nepal, for two years. At the moment (in 2008), the girl is attending year 2 of the VMC Primary School in a part of Kathmandu known as Bhudanilkantha.
Maya Sherpa, also from Pharpa, left her home village with her sister Pema and brother Dawo after she had finished year three at the Primary School Shree Shivalaya Prathmik Bithylaya Ongdidanda and moved to Kathmandu. Her education was at first paid for by her brother and later by his friends around the world. Maya finished Budhanilkantha Higher Secondary School in Kathmandu, where she specialises in hotel management, and she will go on to study tourism. Through my photographic exhibition I wanted to show just one of the many mountain schools and, as a contrast, a school in the Nepalese capital. At the same time, I wanted to convey the message that there is power in knowledge and that education is children’s future. Young people in those parts of the world where there are very limited conditions for education are especially aware of this. Their desire for knowledge and information is just as strong, if not stronger, than that of children in the Western world. The main goal of the exhibition is to show to children in Slovenia the conditions in schools elsewhere in the world, to raise their intercultural awareness and to enable them to establish contacts with the children from those countries; and above all, to show them how very important knowledge is, especially for children who do not have such favourable conditions for obtaining education as in Slovenia.
Vicente Peña Saavedra
Some brief notes on educational museums on the Iberian Peninsula
Kratki zapiski o pedagoških muzejih na Iberskem polotoku
Summary
The current world-wide panorama of school museums is an exuberant and diversified multicolour mosaic of institutions with varying intra-continental presence. There are vast differences in territorial coverage and ownership, in administrative, organic and functional dependence, in museological, museographical and display projects, in permanent collections, activities, programmes and specific content. This diversity is reflected in continental and insular Europe, and on a smaller scale in the Iberian Peninsula, which is the focus of our work.
In spite of institutional diversity, museums do have a common, recognisable thread of identity. Their fundamental functions tend to be defined in a conceptually rich but imprecise and broad way by such entities as the International Council of Museums: to safeguard, display, study and disseminate aspects of heritage, in this case relating to the educational sphere, and the agents involved, once value has been assigned to it.
The last several decades in the Iberian context have been marked by a growing resurgence of museums specialising in educational themes. This has predominately been expressed in multiple projects to recover scholastic memory and in a few cases has led to the institutionalization of these projects.
In contrast with predominantly national and state initiatives during the first phase of school museums, beginning in the 1880’s, current museographical expressions tend toward regional and local centres and projects. For most of contemporary history, the political and administrative structure of both Spain and Portugal has been characterised by centralized organs of power where cultural homogenization was imposed upon the various geographical and jurisdictional areas. Today, proposals for establishing centralized projects have mostly disappeared; they are poorly received and lack the necessary continuity for carrying them out.
This territorial quality is in good measure the result of having established the unique identities of the various peoples that compose the national realities, and is in fact a defining feature of present-day museological projects and school museums in the Iberian Peninsula. They attempt to objectively reflect the variety of scholastic cultures, even where pedagogical discourse and educational policies were uniform.
Empowering the local and regional spheres has given rise to a swift and energetic propagation of a museographical variant of the abundant ethnographical museums currently found in the Iberian Peninsula; in which school has gradually become integrated within the global corpus of popular culture. However, this is not the only recent variant of educational museography. There are also regional museums specialising in educational matters, museums linked to universities and centres at every level of the educational system, museums linked to municipalities or other public organisms in the local sphere and museums sponsored by private entities.
Happily, many deposits, laboratories and showcases of scholastic memory - scattered and dormant if not abandoned, demolished or annihilated over time – are being recovered. This is closely linked to the current model of territorial organization in the Iberian Peninsula and the multiple grass-roots cultural identity movements interested in rescuing expressions of autochthonous culture.
The complete text provides an overview of the current museums specialising in educational matters in Spain and Portugal, as well as the higher-order integrative structures that seek to link them. In an effort to more carefully identify the distinguishing characteristics of what is currently gathered under the heading of school museography, we use the content of the Museo Pedagóxico de Galicia (MUPEGA) as a point of reference. The dynamic educational identities that compose this museum have been carefully developed, giving the museum a well-defined character. Here, unique elements of the vernacular culture are found alongside elements of exogenous origin, which have required specific strategies and adaptive formulas in the design of the museum.
Povzetek
Besedilo predstavlja pregled muzejev, specializiranih za področje izobraževanja v Španiji (36) in na Portugalskem (5), in vrsto takšnih zbirk, pobud nastajanja novih muzejev in prizadevanja za njihovo medsebojno povezavo. Pri opredelitev muzeoloških razlik in vzporednic upoštevamo kot referenčno točko Museo Pedagóxico de Galicia (MUPEGA). Različna nacionalna, jezikovna, pokrajinska identiteta opredeljuje značilnosti današnjega muzeoloških projektov in šolskih muzejev v Iberskega polotoka.
Abstract
The article offers an overview of museums specialising in education in Spain (36) and Portugal (5), and of a number of collections of this kind, as well as of the initiatives for the foundation of new museums and efforts aimed at establishing links among them. In defining the differences and parallels between museums, the Museo Pedagóxico de Galicia (MUPEGA) has been considered as a reference point. The different national, language and regional identities determine the characteristics of present museum projects and school museums on the Iberian Peninsula.
Francesca Davida Pizzigoni
Šolski muzeji v Italiji: kratek pregled
School museums in Italy: a short overview
Izvleček
Prispevek predstavlja razvoj šolskih muzejev v Italiji (1871 je bil odprt prvi) in sodobno stanje. V današnjem času se v Italiji ponovno obuja zanimanje za »šolske muzeje«, torej za obnovo in izboljšavo zbirk s področja zgodovine šolstva in poučevanja. Veliko pobud prihaja s strani posameznih šol ali občin. Pravi italijanski »šolski muzeji«, torej ustanove, ki razstavljajo na temo zgodovine šolstva in ustrezajo določenim muzejskim kriterijem so štirje in delujejo v Rimu, Bolzanu, Padovi in Torinu.
Abstract
The article presents the development of school museums in Italy, where the first such museum was opened in 1871, and the current state of affairs. Presently there is renewed interest in Italy in “school museums”, i.e. in the restoration and improvement of collections pertaining to the history of schools and teaching. There have been many initiatives put forward by individual schools or municipalities. There are four true Italian “school museums”, i.e. institutions exhibiting material connected with the history of schools which satisfy specific criteria for a museum: in Rome, Bolzano, Padua and Turin.
Branko Šuštar
Two school museums in Norway (Bergen and Oslo) and the Danish School Museum in Copenhagen
Šolska muzeja na Norveškem (Bergen in Oslo) in Danski šolski muzej v Københavnu
Summary
The two school museums in Norway presented in the article are among the most important out of the 30 such museums and permanent exhibitions on the theme of the history of schools in that country. In addition, the Bergen museum, as the host of the 12th symposium of school museums in 2007, is among the most active institutions with regard to exhibitions and publishing. The Danish School Museum in Copenhagen represents an important European national museum of education with a rich tradition going back to the late 19th century, extensive collections (e.g. of school wall charts) and interesting exhibitions, as well as a turbulent recent history. It was renovated in 1995 with the cooperation of three institutions (a teachers’ society, an insurance company and the ministry), but since the late 2008 Denmark has been looking for new ways of presenting exceptional school collections.
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