THE EAST SIBERIAN TEACHERS IN THE PUBLIC SERVICE SYSTEM OF THE RUSSIAN EMPIRE AT THE END OF THE XIX - EARLY XX CENTURIES
I.N. Mamkina
Transbaikal State University, 30, Alexandro-Zavodskaya Str., Chita, 672039, Russia
Keywords: Eastern Siberia, public service, rank promotion, education, teachers, features, benefits, facilities, high school, elementary school
Abstract
The study of the public service is multidisciplinary in nature and includes works of legal specialists and historians. Legal studies mostly deal with a theoretical aspect of the problem, defining the public service as a legal category. Historical studies on the problem are fragmented with sel ected aspects being considered in the context of all-Russian system of power. It is relevant to study the public service in the sphere of national education taking into account the regional specificities in Asian Russia. The legislative basis of the public service was created in the era of Peter I. The introduced regulations for promotion in rank were based on a principle of impeccable service to the state. At the beginning of the XIX century the public service became dependant on education. The growing number of schools and demand for educators led to a certain derogation fr om the public service rules in the Ministry of National Enlightenment which made them more democratic as compared to other ministries. To meet staffing needs, the authorities fixed service obligations for the education institutions graduates who had studied under full State care. In suburban areas special and greatest benefits, that set preferential service terms, were introduced. Special benefits were established for the IX and upper ranks officials in Eastern Siberia that implied additional financial aid, high salary, and a long leave. The greatest privileges were envisaged for Yakutia and Turukhansk region. However this policy was meant to address only the secondary education. While providing favorable conditions for secondary school teachers, the authorities “forgot” about the elementary school teachers. The low living standard, social vulnerability, lack of professional growth possibilities put the teachers to the bottom of a social ladder. The government’s policy inconsistency in the field of social welfare of teachers led to the split of the teaching community in the revolution of 1917.
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