Biuletyn Historii Wychowania

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https://repozytorium.amu.edu.pl/handle/10593/1793

Redaktor naczelny: dr hab. prof. UAM Wiesław Jamrożek
Wydawca: Poznańskie Towarzystwo Przyjaciół Nauk
we współpracy z Zakładem Historii Wychowania, WSE UAM
ul. Szamarzewskiego 89
60-568 Poznań
tel: 061 8292314
e-mail: tangram@amu.edu.pl
Strona internetowa: http://historiawychowania.amu.edu.pl/biuletyn.html
ISSN: 1233-2224

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Now showing 1 - 20 of 43

A new education of women. Denis Diderot’s anatomy course project for young noble women
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Forycki, Maciej
Abstract. A new education of women. Denis Diderot’s anatomy course project for young noble women Denis Diderot (1713–1784) explained how women’s education should be different than before. A woman should be considered a citizen, Diderot demanded placing primary social importance on her domestic activity. An interesting feature of this new approach to education of women was to include an anatomy course in their personal development. Denis Diderot did not devote a separate tractate to the issue of women’s education, nor did he write a concise curriculum in anatomy. However, the remarks scattered among various texts by the philosopher concerning that innovative concept allow us not only to reconstruct a fairly cohesive draft of an anatomy course for girls, but also superbly illustrate Diderot’s commitment to realization of his own ideas. Secondly, we need to consider the activities of one Ms. Biheron – the organizer of public anatomy courses – which exerted, as we will see, a huge influence on Diderot’s conviction of the need to incorporate such courses in women’s education. In the last part of the discourse, the involvement of the French philosopher in the educational reforms of Catherine II should be noted. The analysis of Diderot’s texts on education clearly indicates that the philosopher put a strong emphasis on changes in the methods of teaching women. As the director of St. Petersburg facility for girls he managed to partially put his project into effect. Of course, for French philosophers – blind to Russian realities – the unquestionable success of Diderot’s anatomy course might be another argument for the proclamation of the view that Catherine II realized in her country the postulates of the Enlightenment.
Andrzej Kliś – krakowski historyk edukacji
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Ślęczka, Ryszard
Bibliografia historii wychowania, szkolnictwa i myśli pedagogicznej w Polsce za rok 2009 (z uzupełnieniami za lata poprzednie)
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2012) Gruca, Anna
Cysterskie szkoły w Szczyrzycu od 1780 roku do lat trzydziestych XX wieku
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Marszalska, Jolanta M.
The goal of this article is to present a school operating as part of the Cistercian abbey in Szczyrzyc. In the 18th century, some Cistercian abbeys assumed the responsibility of establishing and managing elementary schools. It was also the case in Poland provided that the legislation of the respective empire (Russia, Prussia or Austria) allowed for such arrangements. The abbey in Szczyrzyc was in charge of the school facilities and competent teachers. While some of them were the local monks, a respective state authority supervised adherence to the curriculum. The first existing source of information about the school at the Cistercian abbey in Szczyrzyc comes from 1780. Despite numerous obstacles related to the political situation in the partitioned Poland, the abbey educated the local children continuously albeit more or less successfully until the middle of the 20th century, involving the monks in the education process.
Dobroczynność względem sierot na ziemiach polskich
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2012) Domańska, Joanna
Since the baptism of Poland up to 1918, the social care of orphans was diversified. Until the annexations, the care of parentless children in the Polish territories had been environmental and stemmed from voluntary and charitable actions taken up mostly by the Church. The creation of children wards in hospitals and shelters, and the establishment of children’s households in Warsaw as a result of father G. Baudounin’s initiative, might be considered as prototype actions in the complete institutional care of orphaned children. However, during the time of annexations, the situation of orphans became significantly diversified because it depended on the invaders’ policy and the citizens’ activity. Thus, on the one hand, it was created by the occupying country, on the other, it was shaped by tradition. In the territories of each of the conquerors there were periods of liberalization of law, which rendered it possible, at least to some degree, to follow Polish concepts. These were mostly based on philanthropy, charity religious groups, associations and individuals. It needs to be stated that at the beginning of the 21st century, in all of the partitioned territories, the orphanages were governed by obsolete regulations although tried out in other countries. In each of the annexed parts of Poland, the educational and caring actions stemmed from the acquired legislative system. Under the Austrian occupation it was the commune that had the duty of taking care of the parentless children as it was stated in the act passed on 3rd December 1863. In the Prussian part of Poland, the commune’s duty of taking care of the orphans was stated in the act passed in July 1870. It is worth mentioning that the legislative in Prussia was very similar to the Austrian one. The only difference between them was their effectiveness – it was far more efficient in the Prussian province. Under the Russian invasion the regulations concerning the orphanages were quite different. Since the resolution from 1817, the public care of orphans relied on the good will of the society. It was not until the ruling from 1870 that the city councils of public philanthropy, supervising such institutions, were brought to life. 20 At the turn of the 19th century in Poland, especially among social and educational activists, the problem of children’s care became more popular. The necessity of providing care through social actions based on the law was discerned. During World War I, the problem of orphanhood achieved a new dimension, the so-called war orphanhood. It was not effectively taken care of until the end of the war.
Działalność naukowa Jana Kuchty
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2012) Wnęk, Jan
The article presents the scholarly activity of Jan Kuchta in the interwar period and discusses the contents of his articles and books. The author discusses in detail the essential contents of the following books: Książka zakazana jako przedmiot zainteresowań młodzieży w okresie dojrzewania („A Forbidden Book As an Object of Interest of Adolescent Youth”); Dziecko włóczęga (“A Child Vagabond”); Nowe kierunki i dążenia współczesnej katolickiej pedagogiki [na tle obrazu chaosu we współczesnym wychowaniu] (“New Trends and Endeavours of Catholic Pedagogics [on the Background of the Image of Chaos in Modern Upbringing])”. These books, as well as other Kuchta’s works, popularized a number of problems from various fields of knowledge, such as ethnography, pedagogy, psychology and sociology. However, these were not creative treaties constituting a significant contribution to the Polish science.
Dzieciństwo w mieście na ziemiach polskich w XVI–XVIII wieku
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2012) Żołądź-Strzelczyk, Dorota
The issues of a child and childhood in the Polish territories have been neglected by historians for a long time. One of the reasons for this situation was the lack of appropriate sources for such studies. On one hand, the sources for analysing the history of childhood are relatively scarce; on the other hand, the sources that exist do not often provide much information. Thus, in order to reconstruct the functioning of a child in those times a researcher must confront numerous sources concerning various aspects of town life. The sources include the legal sources (statutes, constitutions) as well as court, iconographic, school, personal/private, statistical, archeological and material sources. Their diversity and informative value depends on the size and wealth of a particular town. Bigger and more affluent cities produced more sources but they also did more for children, especially those who found themselves in a difficult situation – abandoned, orphaned or harmed.
Dzieje szkolnictwa gromady Mścice (1954–1972) na tle przemian oświatowych
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2012) Skonieczny, Tomasz
On the basis of the archival material, the article presents the process of formation and development of Polish schools in Mścice commune against the background of the post-war educational transformations in Poland (until 1972). The author focuses on the problems that accompanied the transformations, such as: the lack of the teaching personnel (especially qualified), numerous changes of offices, the insufficiency of funds, of equipment and housing as well as the subordination of schools to the communist ideology which dominated in Poland at that time. Furthermore, the article presents the reforms connected with the educational system between 1954–1972 and their impact upon the teaching personnel and the material base. The final caesura of the article coincides with the end of Mścice commune.
Dziewięćdziesięciolecie powstania uniwersytetu ludowego w Dalkach
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2012) Maliszewski, Tomasz
The article commemorates the 90th anniversary of the origin of the first peasant boarding high school based on the Scandinavian model. The author presents the endeavours of the members of People’s Libraries Society and its president – priest Antoni Ludwiczak – connected with the formation of the Great-Polish folk university. The process started already before World War I and was successfully completed in the autumn of 1921 when this educational institution began to function in Dalki in the vicinity of Gniezno. The final part of this paper is an attempt to answer two questions – the first one concerning the true significance of the high school in Dalki in the history of the Polish education of the adults in the 20th century; the second question refers to some doubts that may appear after the institution in Dalki was granted the title of the first Polish folk university.
Franciszek Majchrowicz (1858-1928) - pedagog i historyk wychowania. kilka uzupełnień do biografii
(Poznańskie Towarzystwo Przyjaciół Nauk, 2009) Wałęga, Agnieszka
Franciszek Majchrowicz (1858–1928) – educator and historian of education. Some additional historical references related to the biography Summary Franciszek Majchrowicz was a renowned Lvov-based educator and a historian of education. Throughout many years of his professional career he was involved in teaching in secondary schools and teachers’ training colleges. At the same time, he was actively participating in educational initiatives as an activist. Majchrowicz was a co-editor of the periodical Rodzina i Szkoła [Family and School], co-operated with the Council of National Education in Galicia (Eastern Poland) and with the School Board of the Lvov province. His publishing output included numerous articles and pedagogical texts as well as historical and educational works, including one of the first textbooks for teaching history of education in teachers’ training colleges (with many editions throughout the years 1901-1924). Majchrowicz also published source materials for the history of Polish education, promoted the educational ideas of the Commission of National Education and attempted to develop the history of education into a coherent academic discipline for researchers and a subject in the national curriculum for educators. The hitherto available historical and educational literature lacks comprehensive and detailed information on his university education or professional training and qualifications. The present work attempts by no means to be exhaustive or to offer a comprehensive coverage of a full biography of Franciszek Majchrowicz as an educator and historian of education. It merely complements some facts and explanations that have already been published earlier, and provides some new information that may help resolve doubts concerning certain aspects of his professional career presented in the hitherto published body of works on the subject. It is mostly due to the archival material from Lvov (this mainly comprises students catalogues and minute books of doctoral examinations from the National District Archive), constituting the source base for the present work, that providing complete answers to such issues as the course of Majchrowicz’s studies, his doctoral dissertation procedure and the scope of his teacher’s examination, have become possible. The above source material made it also possible to conclude with certain remarks regarding the masters Majchrowicz had in great esteem and their influence upon research and academic interests of the Lvov-based educator and historian of education.
Fundatio Orzełkoviana - przyczynek do dziejów wielkopolskich fundacji stypendialnych okresu staropolskiego
(Wydawnictwo Poznańskiego Towarzystwa Przyjaciół Nauk, 2010) Nowicki, Michał
Most of articles on patronage in Greater Poland from the 16th to the 18th century concems a direct dependence between the patron and the client. Thus, the present work concentrates on a specific kind of patronage - scholarship foundations, which are only briefly mentioned in historiography. Some of them are not known. "Fundatio orzelkoviana" serves as an example here to show the need for detailed relevant case studies to supplement the available data. Founded by Marcin Orzeł in 1566, the foundation existed for many years and helped young people to achieve academic education. Ius patronatus and contra! of the foundation was assigned to the Catedral Chapter of Poznań. Admittedly, this Chapter was interested in keeping the foundation in good condition, e. g. by being aware of economic and financia! factors influencing the foundation and by carrying out the recovery in debts, be it rents or fees. The source materia! for the present discussion comes from the Main Archive for Poznań Archdiocese (mainly the acts ofthe Cathedral Chapter of Poznań, Consistory Court and the canonical visitation of Bishop Tholibowski).
Historiografia pedagogiczna w czasopismach tradycyjnych i elektronicznych
(Poznańskie Towarzystwo Przyjaciół Nauk, 2009) Sztobryn, Sławomir
Pedagogical historiography in traditional print periodicals and electronic publications Summary Scientific and research periodicals play an extremely important part in popularizing (and promoting) results of research studies, though this role is not equally appreciated across different domains of science. This becomes apparent if we compare the number of traditional and electronic titles of periodicals in such disciplines as medicine, natural science and exact science on the one side, and those that represent the humanities, broadly understood, on the other. The advantage of electronic content in the former group is overwhelming. Nowadays, we use two terms in relation to periodicals available online and launched on the electronic platform. The terms make a distinction between a degree of their involvement in the cyber space. “Digitalization” means a certain transitory state between traditional periodicals in print and virtual publications; in other words, a product of “digitization” is an electronic copy (e.g. a scanned text) of a text originally published in print, whereas the notion of “digital authorship (the author as digital producer), in Polish: cyfryzacja” deals with an entirely electronic publication with specific properties underlined by multimedia and hypertext capabilities. Digital research information as an entirely new quality has not been yet appropriately appreciated. The history of education as a discipline of research does not have its own electronic platform that would offer peer-reviewed research papers in Open Access (OA), e-books or electronic document repositories. For the time being, the most recent Polish periodical within this discipline, i.e. Biuletyn Historii Wychowania, has only a front page, ToCs and a masthead available online, without access to full-text electronic content.
Idee Fryderyka Nietschego w polskiej myśli o wychowaniu w latach 1883-1939
(2009) Dworakowska, Katarzyna
The article discusses outstanding interpretations of the works by F. Nietzsche as represented in Polish educational thought during the “Young Poland” period and the following interwar period. The study aims at elucidating the pedagogical dimensions of Nietsche’s idea in the interpretation of the two periods and at identifying the space within which the concept of the author of Thus spake Zarathustra still remains topical and current. The section devoted to the “Young Poland” period includes an analysis of Jan Kurnatowski’s book Nietsche. Studia i tłumaczenia [Nietzsche. Studies and translations], the one and only work of the period that extracts from the output of the German thinker its strictly pedagogical reflections. The next issue to be presented is a discussion on the journalistic writing that was engaged in Nietzschean themes that would be of interest to the present-day pedagogy of culture. Interpretation trends that aimed to discover a universal remedy for the crisis in culture and humanity in the works of the author of Untimely Meditations turned out to be dominant at the time. An approach to the interpretation of Nietzsche’s thought in a wide context of social and cultural interactions made it possible to conclude that the category of Bildungsphilister, castigated by the philosopher, reaches much further beyond just criticism of the contemporary model of education due to the tenability of the notion of Bildumg as the accumulation of cultural capital as it was viewed by Pierre Bourideu. In conclusion of the discussion on the modernist period, the author presents postulations that indicate a need for a shift in the reception emphasis towards directions hitherto unexplored. The section devoted to the interwar period presents the interpretation of the pedagogical thought of Nietzsche presented at the inauguration lecture (on the occasion of Antoni Bolesław Dobrowolski’s acceptance of the chair of pedagogy at Wolna Wszechnica Polska [Free Polish University]) delivered by the professor. The presentation is followed by a discussion on the different approaches presented in various pedagogical encyclopaedias and in Ludwik Chamaj’s Kieruki i prądy pedagogiki współczesnej [Trends and directions in modern pedagogy]. The latter approaches present Nietzsche as an instigator and a prime mover in contemporary intellectual currents and trends and discuss his influence upon individual philosophers, extracting from his philosophical output the notions of “individualism”, “criticism of the traditional educational system” and “irrationalism”. The journalistic writings under investigation fit well into this particular interpretative trend. The discussion on the interwar period is complemented with a reference to a booklet written by Stanisław Besser and entitled: Bohaterowie myśli. Nietsche i Weininger [Heroes of Thought. Nietzsche and Weininger] and an analysis of the article written by Marian Wachowski Wspomnienia z pism pedagogicznych Nietzschego i Grundtviga [Pedagogical reflections in the writings of Nietzsche and Grundtvig], being the only Polish contribution to the discussion on the series of lectures by Nietzsche Ueber die Zukunft unserer Bildungsanstalten.
Korepetytor w nauczaniu domowym na ziemiach polskich doby zaborów
(Poznańskie Towarzystwo Przyjaciół Nauk, 2009) Nawrot-Borowska, Monika
Private tutor and in-home tutoring in Polish lands during the partition period Summary Despite recent research on home-based education and teaching of children in the eighteenth and the nineteenth centuries, the subject of home and private tutors has yet not been properly addressed. Though there are more or less extensive mentions on the subject in question in articles devoted to home tutors or home tutelage, they do not, however, delve deeper into the investigation of the problem. Therefore, the present work attempts to characterize this position of appointed, or hired, teachers who were involved in the process of education of children in Polish families in time of partitions. The main problem is approached from the two following perspectives – the aim of the article is to: 1) indicate more precisely the status of private tutors, their social background, goals to be attained by them, their duties, responsibilities and conditions of work, i.e. a determination of their real participation in the education of children from Polish families during the time under scrutiny; and also 2) to show the contemporary standpoint expressed by the then educational columnists and journalists on the very idea of private tutoring and private tutors, as well as their postulates, recommendations to be followed and advice concerning hired teaching staff. The source material for the present analysis of the capacity and function of private tutors has been provided by relevant educational literature for professionals and parents written in the nineteenth century and the beginning of the twentieth century, professional educational periodicals and women’s and family magazines of the time. The source materials provide an excellent base for a determination of the extent and the scope of the interest of the contemporary columnists and journalists in this group of private tutors and private tutelage at the time, but also present the attitudes towards the phenomenon manifested by the general public. The analysis is supplemented with additional material excerpted from contemporary memoirs and diaries that serve here as a useful illustration of the reality and practice in the actual teaching process of appointed tutors in the times of national freedom struggle in Poland.
Kształcenie w zakresie grafiki w szkolnictwie artystycznym Krakowa, Lwowa i Wilna w latach międzywojennych
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Boguszewska, Anna
The beginnings of art education in Poland are connected with the cities of Cracow, Vilnius and Warsaw in the 18th and 19th centuries. In the interwar period (1918–39), in addition to the most powerful graphics education center in Warsaw, this discipline of art developed intensively in the art schools in Lvov, Cracow and Vilnius. The development of graphics in the Cracow Academy is related to the artistic and educational activities of Józef Pankiewicz. In 1923, the independent Department of Graphic Arts was established, conducted by John Wojnarski in collaboration with Andrzej Jurkiewicz and Jan Rubczak. The next outstanding teachers are Ludwik Gardowski and Konrad Strzednicki. Graphics education in the Municipal School of Art Industry (Miejska Szkoła Przemysłu Artystycznego) in Cracow is headed by Witold Chomicz. Graphics education in Lvov is linked to the activity of such artists as Ludwik Tyrowicz and Maria Rużycka. Ferdynand Ruszczyc, Bonawentura Lenart introduce the study of graphics into the curriculum of the Faculty of Fine Arts at Stefan Batory University in Vilnius. Since 1930, Jerzy Hoppen started the graphics workshop. In the 1930s, the graphic arts established a permanent and significant position in Polish art education.
Miejsce nauczania historii w pijarskich profesoriach
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2012) Taraszkiewicz, Jacek
Stanisław Konarski, while introducing the reform of the Piarist schools, began from changing the profile of the education of the monks, who, according to the rules and constitutions of the order were supposed to be teachers. The sources concerning the handbooks used in the education of the future history professors in Rzeszów are unknown The source data regarding the preparation of monks for their teaching profession may be obtained mostly on the basis of Ordinationes Visitationis Apostolicae... approved by the authorities of the monastic order and the Pope as late as in 1754. The Ordinationes Visitationis Apostolicae...., sometimes called “school regulations”, dedicated its third part to the problems connected with the education of the Piarist orders. The reformed system of the monks’ preparation for their future work assumed two years of noviciate, followed by three years of “profesorium”, where the monks should continue their education. The seminarists, in the period of their five year long education, learned, among others, history, which they were supposed to teach later as Piarist teachers. The historical material embraced both sacred and secular history. The readings for the future teachers in the field of history were the ancient classical works, the works of Polish historiographers and also modern works from the 16th, 17th and even 18th century. In the Piarist “profesoria” the ancient, national and general modern history was taught. However, history was still supposed to support rhetoric, providing speakers with examples confirming their erudition. The regulations concerning “profesoria” emphasised the fact that the greatest benefit of history consisted in showing the youth examples of civic virtues and vices contributing to the ruin of their Motherland.
Model wychowania w rodzinie ziemiańskiej w pierwszej połowie XIX wieku na przykładzie domu Stanisława Kostki Zamoyskiego i jego córki Celiny Działyńskiej
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Wróbel-Lipowa, Krystyna
Upbringing and education was a matter of great importance among the Polish landed gentry. The education of male descendants was particularly essential, because they were expected to hold important office, increase the family’s wealth and possessions and become a source of pride to the family in the future. According to Stanislaw Kostka Zamoyski XII, Majoratsherr in Zamość, the family home set the best example of upbringing to the younger family members. Therefore, children needed to have positive role models in their parents, who would provide them with advice, care and look after them. Small children were introduced to harsh conditions of everyday life. In order to positively shape children’s personalities, to help them to become open, gentle, reasonable, and kind people, teachers were not allowed to set them a bad example. The XII Majoratsherr’s children in Zamość were raised by parents who called for strict obedience and respect. Stanisław Kostka Zamoyski’s daughter Celina Działyńska raised her offspring in the same manner. She taught them respect for ordinary people – service and help for the needy. The above mentioned methods produced a positive effect in the future. Children raised in this way became aware of their responsibilities to the family and homeland.
Od znaku „Polski Walczącej” po hasło „FaceBóg” – rola polskiego graffiti w latach 1942–2011
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2012) Nowak-Kluczyński, Konrad
Against the general opinion the history of graffiti goes back to the beginnings of civilization. There are numerous examples of graffiti, for instance the inscriptions hollowed with a chisel found on the ancient household artifacts or on the walls. The inscriptions had an informative function but they were also magical. The phenomenon of spray art was widespread in the 1960s and the beginning of the Polish taggers subculture was in the 1980s, although one can find street art during the Second World War. But it is usually neglected or disregarded in the Polish literature. The Anchor – the sign of “Fighting Poland”, was placed on pavements, walls, notice boards or train stops of the occupied country. It was the sign of the fight for freedom and independence. As the years passed, the Polish reality was changing and the role of graffiti also changed. Now, it expresses itself in slogans, appeals, messages, drawings, portraits or murals. The aim of the work is to show the role of the Polish graffiti between 1942 and 2011. The author analyses graffiti in a number of aspects and throughout many years. The author identifies Polish spray art with teenage rebellion, sense of humor, political engagement, commentary or the negation of reality. Moreover, the article focuses on social, psychological or urban aspects of the examined phenomenon and identifies it with widespread modern hip-hop culture.
„Osobliwie muszę tu wyznać zrządzenie Boskie nad tobą Synu mój kochany, iż twoja najlepiej cię kochająca Matka, uniesiona często słabością rozumu swojego, biła cię i źle ci życzyła”. Choroba psychiczna w rodzinie w drugiej połowie XVIII wieku na przykładzie dzieciństwa Stanisława Mikołaja Tretera
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Kowalczyk, Małgorzata Ewa
Stanisław Mikołaj, son of Agnieszka, nee Izbicki, and Stanisław Treter, the king’s chamberlain, was born on 19th November 1776. When he was seven years old it turned out that his mother was mentally ill, most probably suffering from schizophrenia. In the 18th century mental and nervous disorders were very rare, and foreigners visiting Poland even thought they were characteristic of Poles. Certainly, mental disease in a family does not only affect the one who actually suffers from it, it has an impact on each family member and somehow everyone is involved. Agnieszka’s psychosis started with aggressive behaviour towards her family, and especially her son. She would destroy things which either belonged to him or were in some way related to him, she would scream at him, physically and mentally harass him. His father would usually buy the things the boy needed most, such as underwear, clothes and shoes, in well-kept secret. Agnieszka categorically opposed this and even “became stubborn and restless which influenced the atmosphere in this home”. Because of his mother’s disease and its influence on the atmosphere in the family, the boy often felt anxiety and fear, and sometimes even annoyance and despair. In November 1786 Stanisław Treter decided that it would be better if his wife stayed in Warsaw for a while. The atmosphere at home was becoming worse and worse, and their ten-year-old son required systematic and extensive education, while Agnieszka herself needed “professional” care. In the 18th century people who suffered from mental diseases would usually live with their families and be provided with good care and a kind of particular respect, unless they were dangerous to others. However, Agnieszka was completely unpredictable. Her irrepressible aggression was understood by her son as a lack of love and acceptance. He often felt lost and very lonely. His mother’s mental disease did not create supportive conditions for the development of the child’s emotions and mentality. Certainly, like any other child he loved his “Mummy” very much, so parting with her was a very difficult experience for the boy. Disharmony in the Treter family, which was the consequence of Agnieszka’s disease, developed in Stanisław Mikołaj patterns of instability, hostility and neglect. Thus it is not surprising that he became oversensitive, egoistic, combative and aggressive. We learn about Stanisław Mikołaj Treter’s difficult childhood from his father’s notes. In 1785 he decided to write a history of his son’s life and education, and it took him four years to write in 13 letters which are now kept in the Central State Historical Archive of Ukraine in Lvov.
Oświata żydowska w powojennej Legnicy (1945–1968)
(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Szczepański, Andrzej
When the war activities came to a close, first Jews started to come into town, mainly the former prisoners from Gross-Rosen concentration camp, and then the displaced rescued in the territory of the Soviet Union. The newcomers soon opened their own educational facilities and in the school year 1946/1947 in Legnica there were: a kindergarten, a foster house, a heder, a primary school with Hebrew as the language of lecture, a kibbutz and a Hebrew primary school. The educational pluralism did not last long because from the school year 1950/1951 there remained just one state-controlled Jewish school (the other facilities had been closed). The kindergarten was the only exception and although it received the status of a public institution it preserved Jewish character until mid-50s. The subsequent years brought significant fluctuation of teachers and students as many of them left Poland in the first half of the 1950s, whereas from 1956 more newcomers arrived from the USSR. On September 1, 1959 a high-school class was launched in the local primary school. In the 1960s the emigration of Jews from Legnica increased significantly, which resulted in smaller number of students. A breakthrough year was 1968, when, because of too small number

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