the history of teachers in primary schools in the republic of macedonia (1945 - 1960) author: igor...

The History of Teachers The History of Teachers in Prin Priimmaarryy Schools Schools in the Republic of in the Republic of

Macedonia Macedonia (1945 - 1960)(1945 - 1960)

Author: Author: Igor JurukovIgor Jurukov

History of Teachers in Primary Schools in the Republic of Macedonia (1945-1960)History of Teachers in Primary Schools in the Republic of Macedonia (1945-1960)

After the end of the II WW, the I Conference of After the end of the II WW, the I Conference of ASNOMASNOM (Anti-Fascist Assembly of the National (Anti-Fascist Assembly of the National Liberation of Macedonia) was held on Liberation of Macedonia) was held on August August 22ndnd 19441944, an event that laid the foundations of , an event that laid the foundations of the modern Macedonian state. the modern Macedonian state.

On 16On 16thth of April 1945 the first government of of April 1945 the first government of the People's Republic of Macedonia was the People's Republic of Macedonia was founded.founded.

One part of it was the One part of it was the Department of Department of EducationEducation being responsible for reestablishing being responsible for reestablishing the educational system in Republic of the educational system in Republic of Macedonia.Macedonia.


Main problems in the process of reestablishing Main problems in the process of reestablishing the education system in Macedonia:the education system in Macedonia:

• DESTROYED SCHOOL BUILDINGSDESTROYED SCHOOL BUILDINGS (18% totally, and 82% partly)(18% totally, and 82% partly)

• DEFICIENCY OF TEACHERSDEFICIENCY OF TEACHERS (the official data state that after the war, there (the official data state that after the war, there were were 477 477 teachers and professors in the R. teachers and professors in the R. Macedonia)Macedonia)

• THE NUMBER OF ILLITERATE POPULATIONTHE NUMBER OF ILLITERATE POPULATION(67,5% of population)(67,5% of population)

As these problems were intertwined, so were As these problems were intertwined, so were the mechanisms for their resolution. the mechanisms for their resolution.


Their stories, Their stories,

in which they talked about this in which they talked about this time of their lives, were captured time of their lives, were captured

by using theby using the

Oral History MethodOral History Method


Building and Building and Reconstructing Reconstructing

the Schoolsthe Schools


The process of building and reconstructing The process of building and reconstructing the schools involved teachers, pupils and the schools involved teachers, pupils and local community populace.local community populace.

The first school in a free territoryThe first school in a free territory

s. Podvis, Kichevo, western Macedonias. Podvis, Kichevo, western Macedonia


A School, 1945, s. Gari, Debar, western MacedoniaA School, 1945, s. Gari, Debar, western Macedonia


Prof. LapeProf. Lape, was one of the founders of the , was one of the founders of the education system in Macedonia and education system in Macedonia and responsible for “the education section” for the responsible for “the education section” for the town of Bitola in 1945. For this period, he town of Bitola in 1945. For this period, he said:said:

““Thanks to the people’s government but also to Thanks to the people’s government but also to the ordinary citizens and their love for the ordinary citizens and their love for education, the most devoted sons of the education, the most devoted sons of the country worked both day and night to repair country worked both day and night to repair the schools or to move them in other facilities. the schools or to move them in other facilities. There were examples such as in the areas of There were examples such as in the areas of Kavadarci and Ohrid, where the schools were Kavadarci and Ohrid, where the schools were fixed by the pupils themselves who later fixed by the pupils themselves who later become teachers in these villages.”become teachers in these villages.”


Bojko and Todor Stojanovski, one of the first teachers in the free Bojko and Todor Stojanovski, one of the first teachers in the free territoryterritory


Bojko StojanovskiBojko Stojanovski is one of first teachers in is one of first teachers in area of Skopje and an eyewitness of the events area of Skopje and an eyewitness of the events of those days. In the interview with him, he said:of those days. In the interview with him, he said:

““In Ljubanci, by the end of 1944, and on proposal of In Ljubanci, by the end of 1944, and on proposal of the People’s Government, a resolution was enacted to the People’s Government, a resolution was enacted to start with the work of the elementary schools. start with the work of the elementary schools. Bate Bate Blaze Slezenkovski, Velko Hristovski, MilosevBlaze Slezenkovski, Velko Hristovski, Milosev and myself, launched the activities (in Skopje area). and myself, launched the activities (in Skopje area). We gathered the rambled desks, chairs and other We gathered the rambled desks, chairs and other inventory and renewed it, according to our capacities. inventory and renewed it, according to our capacities. We were all working as bees! We cleaned the We were all working as bees! We cleaned the classrooms and other school areas. The basic working classrooms and other school areas. The basic working conditions we there. I become the godfather. I conditions we there. I become the godfather. I baptized the school - baptized the school - “Goce Delcev“Goce Delcev””.”.”


School “Goce Delchev”, in the village Ljubanci, Skopje areaSchool “Goce Delchev”, in the village Ljubanci, Skopje area


““In the village of Radisani, at first, I tried to In the village of Radisani, at first, I tried to adjust a stable for working. And that was adjust a stable for working. And that was where we started teaching. After some time, I where we started teaching. After some time, I come into the house of a Serbian colonist – come into the house of a Serbian colonist – that was a beautiful and a big house. He was that was a beautiful and a big house. He was still living in it. I asked him to give it to us for still living in it. I asked him to give it to us for our school, but he hit me on the nose and our school, but he hit me on the nose and chased me away. I told him that I will have it chased me away. I told him that I will have it anyway. I wrote a letter to the Committee anyway. I wrote a letter to the Committee and they took the man’s house away, and and they took the man’s house away, and gave it to me, for the school.”gave it to me, for the school.”

- - Bojko StojanovskiBojko Stojanovski


After the After the preparatory period, preparatory period, another another eyewitness of that eyewitness of that time, time, Pavlina Pavlina LesevaLeseva from from Kratovo, who Kratovo, who worked in several worked in several villages in the villages in the eastern part of eastern part of Macedonia, told Macedonia, told me:me:

““Now the school needed to start working, we Now the school needed to start working, we longed to hear children’s voices, the sound of longed to hear children’s voices, the sound of the Macedonian language ... We needed to the Macedonian language ... We needed to gather our pupils from the villages of gather our pupils from the villages of Pakosevo, Taor and Novo Selo, on the other Pakosevo, Taor and Novo Selo, on the other hand side of the river Vardar. So, we started hand side of the river Vardar. So, we started walking to the villages and signing up our walking to the villages and signing up our pupils.”pupils.”


A teacher and pupils in a classroomA teacher and pupils in a classroom


Sometimes during the education process, Sometimes during the education process, the teachers were facing problems. Here’s the teachers were facing problems. Here’s one of them:one of them:

““We were faced with great difficulties, We were faced with great difficulties, misunderstandings, mistrust. Many of the misunderstandings, mistrust. Many of the children were almost grownups that never children were almost grownups that never went to school before; for the others, the went to school before; for the others, the period in-between (different schooling) was too period in-between (different schooling) was too big ... It was also hard to persuade the parents big ... It was also hard to persuade the parents to let their children to school since they to let their children to school since they needed them to help working in the field; needed them to help working in the field; parents also said they needed no school to live parents also said they needed no school to live their lives – why should their children?!“their lives – why should their children?!“

Igor JurukovIgor Jurukov


””My mother went to school only during the rainy My mother went to school only during the rainy days; her father told the school teacher that for the days; her father told the school teacher that for the rest of the period she was needed to work on the rest of the period she was needed to work on the filed.” filed.”

From the interview with From the interview with Savica BoskovskaSavica Boskovska about the about the life in the village of Stenchelife in the village of Stenche


Teachers played an immense role in this Teachers played an immense role in this period. They were, all at once, construction period. They were, all at once, construction workers, teachers and, some times even, workers, teachers and, some times even, students themselves taking part in students themselves taking part in different courses or at the University.different courses or at the University.

They were also the creators of the new They were also the creators of the new system of education, and pioneers in system of education, and pioneers in setting up the literacy in the Republic of setting up the literacy in the Republic of Macedonia.Macedonia.


Education of TeachersEducation of Teachers


The second serious problem in the process The second serious problem in the process of introducing the education in the of introducing the education in the Republic of Macedonia was a small number Republic of Macedonia was a small number of teachers or people with education. of teachers or people with education.

For educating teachers, the Macedonian For educating teachers, the Macedonian Department for Education, during the Department for Education, during the postwar period organized:postwar period organized:

• SEMINARS AND COURSESSEMINARS AND COURSES• TEACHERS’ HIGH SCHOOLS TEACHERS’ HIGH SCHOOLS • UNIVERSITY FOR PEDAGOGYUNIVERSITY FOR PEDAGOGY


Marija KarakashlievaMarija Karakashlieva, from Gevgelija , from Gevgelija (southern part of Macedonia) participated (southern part of Macedonia) participated in the courses for the teachers organized in the courses for the teachers organized in 1944 in the village of Semerin. This is in 1944 in the village of Semerin. This is what she said about her stay in Semerin:what she said about her stay in Semerin:

“ “ It was October 1944. It was a day for It was October 1944. It was a day for going to the market. We were visited by going to the market. We were visited by our neighbor Milcho Ikokaev who gave our neighbor Milcho Ikokaev who gave me a letter. Imagine my shock when I me a letter. Imagine my shock when I read it: “We are asking you to go read it: “We are asking you to go tomorrow to the village of Semerin, at tomorrow to the village of Semerin, at the Kozuf mountain – this is a directive of the Kozuf mountain – this is a directive of the Party’s Illegal Committee.” the Party’s Illegal Committee.” I supposed to go there together with I supposed to go there together with another thirty young man and women another thirty young man and women (since) a course was to be held there, a (since) a course was to be held there, a course for teachers ...”course for teachers ...”

History of Teachers in Primary Schools in the Republic of Macedonia (1945-History of Teachers in Primary Schools in the Republic of Macedonia (1945-1960)1960)

Participants of teachers’ seminar in the village Participants of teachers’ seminar in the village SemerinSemerin

History of Teachers in Primary Schools in the Republic of Macedonia (1945-History of Teachers in Primary Schools in the Republic of Macedonia (1945-1960)1960)

Excursion of teachers around MacedoniaExcursion of teachers around Macedonia


Another great problem for the new Another great problem for the new authorities was related to the authorities was related to the manman--teachers: they were obliged to go to the teachers: they were obliged to go to the Yugoslav Army, and (at the same time) Yugoslav Army, and (at the same time) were found necessary for the educational were found necessary for the educational process.process.

Petre DjajkovskiPetre Djajkovski, a teacher in village Gorno Ilino , a teacher in village Gorno Ilino (central Macedonia) was drafted in the Yugoslav (central Macedonia) was drafted in the Yugoslav Army (1950), during the time when he was a Army (1950), during the time when he was a teacher and an inspector for illiteracy. teacher and an inspector for illiteracy.

In this period many schools, specially in the In this period many schools, specially in the villages were closed or moved due to the lack of villages were closed or moved due to the lack of teachers. teachers.


In support of the final liberation of the Yugoslav In support of the final liberation of the Yugoslav territories, the 15territories, the 15thth Macedonian Corpus was Macedonian Corpus was requested to join the Yugoslav Army. requested to join the Yugoslav Army.

For that reason, almost 70% of the total number For that reason, almost 70% of the total number of Macedonian teachers were enrolled in the of Macedonian teachers were enrolled in the army.army.

On behalf of the On behalf of the Macedonian Department for Macedonian Department for Education enormous efforts were put in place Education enormous efforts were put in place to to ‘rescue’ some of the teachers from participating ‘rescue’ some of the teachers from participating in the Army and continuing their work in in the Army and continuing their work in education.education.


Everyday lifeEveryday life


Everyday life of the teachers was in Everyday life of the teachers was in interrelation with the overall conditions in the interrelation with the overall conditions in the areas where they worked and lived.areas where they worked and lived.They were going to live and work wherever They were going to live and work wherever the Department for Education would said them the Department for Education would said them to go. They often lived inside the school to go. They often lived inside the school buildings or taught in the same houses where buildings or taught in the same houses where they lived. they lived.

““We were both very young and highly We were both very young and highly inexperienced, put to live in a building with no inexperienced, put to live in a building with no heating, no sanitary facilities or lighting. The only heating, no sanitary facilities or lighting. The only light we had was an improvised lamp with a fuse, light we had was an improvised lamp with a fuse, filled with lard. We never asked for a salary.”filled with lard. We never asked for a salary.”

From the interview with From the interview with Pavlina LesevaPavlina Leseva..


During the first few years after the liberation, During the first few years after the liberation, the teachers didn’t receive any payment.the teachers didn’t receive any payment.

They received their food from the local They received their food from the local populace – the villagers exchanged on a daily populace – the villagers exchanged on a daily basis in cooking for the teachers.basis in cooking for the teachers.

Some teachers, especially in the villages, if Some teachers, especially in the villages, if they wanted to improve their living conditions they wanted to improve their living conditions had to work in addition to their teaching, on had to work in addition to their teaching, on the farms or assisting villagers at their fields.the farms or assisting villagers at their fields.


Teachers with the people from the local communitiesTeachers with the people from the local communities


The teachers were also ‘responsible’ for The teachers were also ‘responsible’ for creating the cultural life in the places where creating the cultural life in the places where they worked, such as:they worked, such as:

• DRAMA PERFORMANCESDRAMA PERFORMANCES• EXHIBITIONSEXHIBITIONS• LITERARY READINGSLITERARY READINGS• EXCURSIONS (to the cities, villages, EXCURSIONS (to the cities, villages,

visiting local monuments...)visiting local monuments...)• SPORT MATCHES – TOURNAMENTSSPORT MATCHES – TOURNAMENTS, ,

etc.etc.


Teachers involved in the everyday sport life in their communities:Teachers involved in the everyday sport life in their communities:FK “Napredok” - Stenche, 1959.FK “Napredok” - Stenche, 1959.


The contribution of the teachers in our society is The contribution of the teachers in our society is enormous – thus they deserve a special place in enormous – thus they deserve a special place in

our history. our history.

This text, “The History of Teachers in Primary This text, “The History of Teachers in Primary Schools in the Republic Of Macedonia” (1945-Schools in the Republic Of Macedonia” (1945-

1960) is written in their honor. 1960) is written in their honor.

The teachers from this period were direct The teachers from this period were direct witnesses of the history of Macedonia between witnesses of the history of Macedonia between 1945 and 1960. Through the interviews, they 1945 and 1960. Through the interviews, they

conveyed to us their stories that were the conveyed to us their stories that were the stories about the education, but also about their stories about the education, but also about their

lives. lives.

They are the creators of our COMMON HISTORY.They are the creators of our COMMON HISTORY.

Igor JurukovIgor Jurukov

the history of teachers in primary schools in the republic of macedonia (1945 - 1960) author: igor...

Documents

history of teachers

primary schools

peoples republic of

western macedonia slide

elementary schools

oral history method

education system

igor jurukov slide