In the interwar period, the majority of primary school teachers in Lithuania lived and worked in the countryside, surrounded with peasantry – the broadest, poorly educated stratum of population. Such surroundings determined in advance a high social status and potential prestige of a teacher in local community. For this reason, the teachers of primary schools were especially attractive to all political and world outlook (Weltanschauung) movements, which desired to have teachers in their ranks. The attempts happened to force teachers to become associate against their will, although quite rarely, as the lack of political culture usually was recovered by the mechanism of parliamentary democracy. The situation changed after the military coup in 1926, when the authoritarian regime started resolutely and in consecutive order to compel teachers to become “associates“, requiring not to limit themselves with only educational activities at school, but also to raise loyalty towards authorities in public. But the teacher, who had to foster loyalty towards the political regime, ought to distinguish by having virtue of loyalty towards authorities himself. As the political regime required to prove the teachers’ implicit loyalty, this turned into an active support of the regime and manifested itself by acting in the public organizations that were under the wardship of authorities. Thus, the teachers converted into unofficial representatives of authorities in Lithuanian countryside. However, in order to play the striking role of unofficial representative of authorities, a teacher had to be an unquestionable authority in his surroundings, which was not so easy to achieve, even if there were enough preconditions. The teacher’s prestige became a headache of the political regime. The authorities protected and consolidated the teacher’s prestige in society and did this in every possible way, thus imperceptibly identifying the teacher’s authority with the authority of State power. However, the countryside community had another traditional authority – a priest. When teachers started to represent the rational, constructed in consecutive order authority of State power, the conflict arose between the teacher as authority and the priest who represented the authority of Catholic Church (so traditional in countryside community).

Numeriai:

2011 - T.57
Nr.1, Nr.2, Nr.3, Nr.4

2010 - T.56
Nr.1-4

2009 - T.55
Nr.1-2, Nr.3-4

2008 - T.54
Nr.1, Nr.2, Nr.3, Nr.4

2007 - T.53
Nr.1, Nr.2, Nr.3, Nr.4

2006
Nr.1, Nr.2, Nr.3, Nr.4

2005
Nr.1, Nr.2, Nr.3, Nr.4

2004
Nr.1, Nr.2, Nr.3, Nr.4

2003
Nr.1, Nr.2, Nr.3, Nr.4

2002
Nr.1, Nr.2, Nr.3, Nr.4

2001
Nr.1, Nr.2, Nr.3, Nr.4