From a diachronic perspective we must invoke illuminist ideology, even its late resistance in Banat after 1900, as theoretical support for the exchange of ideas on education. In the context of the extended Enlightenment, the teaching profession is structured on the basis of new attributes. The teacher must be self-reflexive, to acknowledge her/his individuality as moral and spiritual being, through the noble idea of knowledge. At the begging of the century the teacher did not identify himself/herself with a spiritual, modern philosopher, but with an Aufklärer, modest teacher, most of the time in contact with the people, whose role was to participate to the achievement of culturalization and education. Due to European openness teachers became aware of their mission and refresh their spirit with new coordinates. They become a factor for the dissemination of ideas meant to guide public consciousness: involvement in achieving national education and desire for professional development. Based on these attributes, new terms to designate the teaching profession: institutor, docent.