Latin & PoliticsLatin & Politicsin PRL, 1945-1970in PRL, 1945-1970

Research by Research by Dr Barbara Brzuska, University of Dr Barbara Brzuska, University of

WarsawWarsawpresented by presented by

Elżbieta Olechowska, IBI AL, UW Elżbieta Olechowska, IBI AL, UW Collegium BudapestCollegium Budapest

June 2010June 2010

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Plan of the presentationPlan of the presentation Congress of 1945Congress of 1945 1945-471945-47 1948 Reform1948 Reform The Six-year Plan 1950-1955 The Six-year Plan 1950-1955 1953-1958 Public Debate on Latin1953-1958 Public Debate on Latin 1954 streamlining of the 1954 streamlining of the

programsprograms 1961 Reform1961 Reform Latin Curricula- Latin at school Latin Curricula- Latin at school

statistics (handout)statistics (handout)

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National Educational National Educational Congress, Congress, June 1945June 1945

Preceded by a series of regional Preceded by a series of regional meetings of school curators, parents meetings of school curators, parents and teachers.and teachers.

General conclusion: step by step General conclusion: step by step changes, scheduled over a number of changes, scheduled over a number of years, on the British model. years, on the British model.

S. Skrzeszewski, S. Skrzeszewski, Minister for Minister for EducationEducation, , proposed proposed instead instead revolutionary changes to be revolutionary changes to be introduced rapidly. introduced rapidly.

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Ministerial directivesMinisterial directives

School must beSchool must be HomogenousHomogenous Free of chargeFree of charge PublicPublic CompulsoryCompulsory

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Ministerial directivesMinisterial directives

„„constant one-side emphasis on the constant one-side emphasis on the affinity between classical culture affinity between classical culture and western European culture, along and western European culture, along with a systematic disregard for with a systematic disregard for Slavonic elements of USSR, Russian Slavonic elements of USSR, Russian culture, Ukrainian culture, Czech culture, Ukrainian culture, Czech culture… leads to fascist education.”culture… leads to fascist education.”

Nothing new – 19Nothing new – 19thth c. arguments well c. arguments well known in the Polish territory known in the Polish territory occupied by Russia. occupied by Russia.

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Conclusion from the June 1945 Conclusion from the June 1945 CongressCongress

A heated discussion on the wisdom of A heated discussion on the wisdom of teaching Latin ended with a quasi teaching Latin ended with a quasi consensus:consensus:

LatinLatin should be a compulsory subject in should be a compulsory subject in all grades of the generalist high schoolall grades of the generalist high school

Critical voices:Critical voices: Latin belongs to an elitist vision of high Latin belongs to an elitist vision of high

school school Elitist school fosters the ideals of the Elitist school fosters the ideals of the

old social orderold social order It is part of the 1932 fascist reformIt is part of the 1932 fascist reform

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July 1945: Temporary July 1945: Temporary Government of National UnityGovernment of National Unity

Education escaped from PPR Education escaped from PPR controlcontrol

The structure and the programs The structure and the programs in generalist high schools in generalist high schools remained largely unchanged remained largely unchanged betweenbetween 1945 – 1947 1945 – 1947

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1948 – 1961 1948 – 1961 Education went back under PPR and Minister Education went back under PPR and Minister

Skrzeszewski Skrzeszewski Reform reduced the length from 12 do 11 Reform reduced the length from 12 do 11

years (7 + 4)years (7 + 4) Forced homogeneity of programs: high school Forced homogeneity of programs: high school

had to offer Latin but students had a choice of had to offer Latin but students had a choice of other languages. As there was a shortage of other languages. As there was a shortage of teachers, a student who opted for a western teachers, a student who opted for a western European language had to take Latin or a European language had to take Latin or a Slavonic language (only Russian was offered) Slavonic language (only Russian was offered) as a second foreign language.as a second foreign language.

Soon, Russian becomes compulsory and Soon, Russian becomes compulsory and students are faced with an „either- or” choice students are faced with an „either- or” choice between Latin and a western European between Latin and a western European language. language.

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1948 – 19611948 – 1961 PTF asked its regional chapters to collect PTF asked its regional chapters to collect

opinions of students and their parents on the opinions of students and their parents on the future of Latin at school.future of Latin at school.

Thousands of declarations from across the Thousands of declarations from across the country were shipped to the Ministry of country were shipped to the Ministry of Education.Education.

In May 1948 a delegation from PTF In May 1948 a delegation from PTF Presidium went to discuss the issue with Presidium went to discuss the issue with Minister Skrzeszewski. Minister Skrzeszewski.

The Minister was adamant: Latin cannot The Minister was adamant: Latin cannot remain a compulsory subject within a remain a compulsory subject within a homogenous high school but promised the homogenous high school but promised the creation of several classical high school with creation of several classical high school with Latin and Greek. He never kept his promise. Latin and Greek. He never kept his promise.

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1948 – 19611948 – 1961 The six-year plan 1950-1955 announced The six-year plan 1950-1955 announced

a reduction of the number of generalist a reduction of the number of generalist high schools and their students.high schools and their students.

Between 1949 and 1956, the number of Between 1949 and 1956, the number of students in generalist high schools students in generalist high schools dropped by 14%; later the postwar dropped by 14%; later the postwar demographic boom stopped further demographic boom stopped further decrease. decrease.

Between 1950 and 1961, priority was Between 1950 and 1961, priority was given to low level vocational schools; given to low level vocational schools; from 1961 on, to technical high from 1961 on, to technical high schools. schools.

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1948 – 19611948 – 1961 The plan accurately forecast for 1965 a The plan accurately forecast for 1965 a

proportion of 1:4 between students at proportion of 1:4 between students at generalist high schools and students generalist high schools and students attending vocational and technical attending vocational and technical highschools. highschools.

The traditional Polish intelligentsia The traditional Polish intelligentsia diminished in numbers and was facing diminished in numbers and was facing now a new now a new growinggrowing „technical” „technical” intelligentsia who enjoyed the party’s intelligentsia who enjoyed the party’s support and trust to a greater extent. support and trust to a greater extent.

This phenomenon intensified after This phenomenon intensified after March 1968.March 1968.

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1948 – 19611948 – 1961 In May 1954, a slimming down of In May 1954, a slimming down of

overburdened high school programs in overburdened high school programs in all subjects is announced. all subjects is announced.

It was supposed to be achieved It was supposed to be achieved through removal of „obsolete content”through removal of „obsolete content”

Teaching and education was not Teaching and education was not considered any more as a considered any more as a technological process – „production technological process – „production meetings” are abolished. meetings” are abolished.

The relevance of teaching Latin was The relevance of teaching Latin was widely discussed.widely discussed.

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Debate on Latin, 1953-Debate on Latin, 1953-19581958

In December 1953, during a session of Pedagogical Committee (PAN) about teaching content, there were strong voices for teaching Latin and classical culture.

In February 1954, a certain M. Szulkin published an article tendentiously criticizing the role of Latin and classical culture in 19th c. Poland.

A group of Silesian teachers was awarded high prize in a competition for a project entirely eliminating Latin, as a solution most profitable for schools. It was partly based on Szulkin’s argument.

In June 1954, at the General Assembly of PTF, prof. M. Brożek strongly condemns Szulkin’s article.

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Debate on Latin, 1953-Debate on Latin, 1953-1958 1958

In September 1955, the most popular Polish weekly „Przekrój” joined the debate asking its readers to answer a series of questions led by: Are you for or against teaching Latin at school? Among over 40 thousand respondents, 72,1% opted for Latin at school.

October 1956 brings new hopes for classical languages. Debate continues and spills over to the daily press.

Express Wieczorny : „Latin at high school is not a luxury but a necessity”.

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Debate on Latin, 1953-Debate on Latin, 1953-1958 1958

The Union of Polish Teachers, at its massive assembly in Warsaw, was preparing for a Pedagogical Congress being organized the following year.

A few days before the assembly, Express Wieczorny asked its readers: „Should Latin become a compulsory subject in high school?”

60 % of respondents said YES.

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Debate on Latin, 1953-Debate on Latin, 1953-1958 1958 A general discussion at the Committee for

Programs and Teaching Methods focussed on Latin. Among participants: K. Kumaniecki, M. Brożek, S. Światłowska, but also people from outside the profession.

A project to treat Latin as a „generalist” subject, not an either-or choice between Latin and a western European language.

A Subcommittee on Classical Languages prepared theses for the forthcoming Pedagogical Congress.

Classical high schools or specialized classes became a real possibility, with the support of the Education Minister W. Bieńkowski.

Jan Parandowski wrote an optimistic article „The Return of Persephone”

Many express vocal support for multi-profile high schools.

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Debate on Latin, 1953-Debate on Latin, 1953-1958 1958

The end of the Carnival comes in September 1958

W. Gomułka speaks at the National Council of Party Activists in Education about school’s mission to „better prepare the youth for socialist life and work, to educatem them in the spirit of socialism.”

The return of the rethoric of the early 50’. An educational reform is being undertaken

on the initiative of PZPR. But is only in January 1961, that The

Reform of Primary and Secondary Schools is officially launched, at the VII Plenary Meeting of the Central Committee:.

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1961-19701961-1970 TheThe 1961 1961 reform put Latin among the entirely reform put Latin among the entirely

optional subjects, next to school choir and optional subjects, next to school choir and sports circles. sports circles.

Each school director was obliged to organize Each school director was obliged to organize optional classes, ioptional classes, iff there were enough there were enough candidates, i.e. usually no less than 25. These candidates, i.e. usually no less than 25. These were students at various levelswere students at various levels, , they did not they did not constitute a homogenous group, classes were constitute a homogenous group, classes were taking place late in the day – all this did taking place late in the day – all this did notnothing tohing to motivate students. motivate students.

The teachers actively fought against these The teachers actively fought against these conditions: they spoke publicly, encouraged conditions: they spoke publicly, encouraged learning Latin in learning Latin in the press, radio and the press, radio and televisiontelevision, intervened with the ministry , intervened with the ministry curators, if the director was curators, if the director was unwilling to unwilling to organize optional classesorganize optional classes. .

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1961-19701961-1970 PTF did not remain inactive. Regional chapters PTF did not remain inactive. Regional chapters

tried to introduce Latin as the third compulsory tried to introduce Latin as the third compulsory language. language. The society’s President, K. Kumaniecki The society’s President, K. Kumaniecki and the members of the presidium intervened at the and the members of the presidium intervened at the Mnistry, they submitted memoranda, sought Mnistry, they submitted memoranda, sought support for Latin at various academic institutions. support for Latin at various academic institutions. 11 universities and 19 other research institutions 11 universities and 19 other research institutions sent in their opinions and expertise, all strongly in sent in their opinions and expertise, all strongly in support of Latin. support of Latin.

Prof. Kumaniecki went, although without much Prof. Kumaniecki went, although without much enthusiasm, to see Zenon Kliszko, Secretary of the enthusiasm, to see Zenon Kliszko, Secretary of the Central Committee, the second most important Central Committee, the second most important party figure, after Gomułka. party figure, after Gomułka. Kliszko’s daughter was taught Latin by Ms. H. Gesztoft. Kliszko’s daughter was taught Latin by Ms. H. Gesztoft. Kliszko provided the teacher with a direct phone number Kliszko provided the teacher with a direct phone number which allowed to reduce the waiting time for a meeting which allowed to reduce the waiting time for a meeting from six months to a few days. It is not clear how the from six months to a few days. It is not clear how the meeting went and what it achieved, if anything.meeting went and what it achieved, if anything.

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1961-19701961-1970

The uniformity of school curriculum, The uniformity of school curriculum, announced in 1945, began to display announced in 1945, began to display some cracks in the form of possible some cracks in the form of possible differentiation into distinct school differentiation into distinct school profiles, including humanities profile profiles, including humanities profile with compulsory Latin. The idea was with compulsory Latin. The idea was implemented only in the early 70s.implemented only in the early 70s.

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Latin CurriculaLatin Curricula In 1950, the Ministry produces a new curriculum,

accompanied by „Opening Remarks”, of ostensibly the same caliber, as those formulated about all other subjects.

Teaching of Latin (similarly as that of biology, English, history and other subjects) is supposed to develop students’ „love and respect for USSR, the best friend of People’s Poland, the country of victorious socialism, the shining example for all countries and all nations.”

The selection of texts did not change but it came equipped with detailed methodological comments defining educational tasks to be accomplished by an appropriate interpretation of Roman literature and authors and by supplemental readings from suitably selected Polish translations.

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Latin CurriculaLatin Curricula

In the 1960s, curricula timidly suggest that Latin used to be the language of diplomacy, administration, law; rhetoric, science and culture in Europe, hence also in Poland.

The ideological ‘toll’ in the language of the curricula, as well as in the school practice, becomes less and less obvious.

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CzasopismaCzasopisma In 1948, a subsidy from the Prime Minister In 1948, a subsidy from the Prime Minister

Osóbka-Morawski allowed PTF to produce an Osóbka-Morawski allowed PTF to produce an outstanding periodical „Paideia. A Didactic-outstanding periodical „Paideia. A Didactic-Scholarly Review of Classical Philology”. Scholarly Review of Classical Philology”.

University scholars as well as very University scholars as well as very experienced school teachers publish there. experienced school teachers publish there.

The next PM (Józef Cyrankiewicz) was less The next PM (Józef Cyrankiewicz) was less generous, Latin was viewed less favourably generous, Latin was viewed less favourably and ‘Paideia’ came out only one more time, and ‘Paideia’ came out only one more time, in 1948. in 1948.

Janina Pliszczyńska, a classicist Janina Pliszczyńska, a classicist atat KUL and KUL and the editor-in-chief of ‘Paideia’the editor-in-chief of ‘Paideia’,, told the told the General Assembly of PTF that she had General Assembly of PTF that she had already materials for at least three more already materials for at least three more issues. issues.

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PeriodicalsPeriodicals The next didactical periodical „Języki Obce w The next didactical periodical „Języki Obce w

Szkole”, came out in 1957.Szkole”, came out in 1957. While it was not dedicated exclusively to classical While it was not dedicated exclusively to classical

languages but shared space with English, French languages but shared space with English, French and German, the contents were clearly dominated and German, the contents were clearly dominated by Latin, because of the incredibly dynamic by Latin, because of the incredibly dynamic personality of Stefan Staszczyk, the editor of the personality of Stefan Staszczyk, the editor of the Latin section. Latin section.

The periodical published articles by teachers but The periodical published articles by teachers but also by university professors from across the also by university professors from across the country. Adam Krokiewicz published there his country. Adam Krokiewicz published there his Stylistyka łacińska, Stylistyka łacińska, in several installments in several installments

Reports from teachers’ workshops, from events Reports from teachers’ workshops, from events organized at schools, from dramatic performances organized at schools, from dramatic performances etc. Latin and antiquity fill usually half of each etc. Latin and antiquity fill usually half of each issue and the level of this part of the publication is issue and the level of this part of the publication is usually impeccable. usually impeccable.

In 1961, S. Staszczyk dies; on the other hand, Latin In 1961, S. Staszczyk dies; on the other hand, Latin after the 1961 reform significantly loses its after the 1961 reform significantly loses its importance. importance.

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The TeachersThe Teachers

During the difficult 50s Latin teachers also had to make ideological concessions - some would do it more or less willingly, others would refuse. There are indications of that in the publications, themes of papers, manuals etc.

Latin was perceived as a subject from the enemy system.

J. Horowski and his review of the curriculum is an example of a willingness to satisfy the authorities.

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The TeachersThe Teachers Their natural and obvious goal was to save Their natural and obvious goal was to save

their subject and their livelihood… their subject and their livelihood… In 1957, there was a ceiling for the In 1957, there was a ceiling for the

proportion of students who could take Latin proportion of students who could take Latin as a second foreign language: no more than as a second foreign language: no more than 30 % 30 %

Actual figures for 1962 indicate that these Actual figures for 1962 indicate that these quotas were not strictly adhered to: Latin quotas were not strictly adhered to: Latin 36,3 %,French 18,2 %. 36,3 %,French 18,2 %.

Latin teachers were much better prepared Latin teachers were much better prepared professionally than teachers of other professionally than teachers of other foreign languages – a fact well appreciated foreign languages – a fact well appreciated by students and their parents. by students and their parents.

Annual reports of PTF, publications in the Annual reports of PTF, publications in the periodical “Języki Obce w Szkole”, all periodical “Języki Obce w Szkole”, all demonstrate the highest professional demonstrate the highest professional quality and dedication of Latin teachers. quality and dedication of Latin teachers.