The most powerful weapon
Poland
Education is essential. Not only for the people, but also for a country to grow. In Poland, the education system was shaped and altered by history. Indeed, we count several attempts to make polish culture and its education system vanish.
The partition period (1795-1918) was all about “germanizing” and “russifying” the education system. Therefore, self-education was already an important aspect in order to preserve national identity and culture. The interwar period allowed the polish education system to rise again, notably thanks to the establishment of the Teachers’ Parliament who helped to build more schools. The years preceding the World War Two were prone to fascist ideology, special benches for Jewish students were created.
All these events are not to forget to understand how the education in Poland was impacted. However, the World War II had the deepest impact and was a tragedy for both polish culture and education.
The partition period (1795-1918) was all about “germanizing” and “russifying” the education system. Therefore, self-education was already an important aspect in order to preserve national identity and culture. The interwar period allowed the polish education system to rise again, notably thanks to the establishment of the Teachers’ Parliament who helped to build more schools. The years preceding the World War Two were prone to fascist ideology, special benches for Jewish students were created.
All these events are not to forget to understand how the education in Poland was impacted. However, the World War II had the deepest impact and was a tragedy for both polish culture and education.
In 1939, Poland was first invaded by Nazi Germany and then by the Soviet Union. In a matter of just a few weeks, Poland was not a sovereign state anymore. This changed many things for the polish students and professors. The goal was to undermine polish culture by applying strict and limited educational policies.
As a pole, you only had the right to study in elementary school with specific programs. All the educational content that appeared too informative about the polish culture was destroyed and replaced in order to erase all national content. For example, subjects such as polish language, history and geography were forbidden. |
Here is a directive by Heinrich Himmler: “The job of these schools should be confined to the teaching of counting (no higher than up to 500), the writing of one’s name, and the teaching that God’s commandment means obedience to the Germans, honesty, industry, and politeness. Reading I do not consider essential.” This declaration demonstrates the will to destroy a whole system and culture and so forever changed the life of these individuals.
After elementary schools, the only schools available for poles were to train factory workers. In that sense the Nazi were promoting physical work for a generation of workforce they could use.
If we focus further about higher education the policy of destructions was very clear. Every university or institution of higher learning was eliminated. In order to do so they destroyed all equipment, books and laboratories (which they also stole from for their own personal use).
After elementary schools, the only schools available for poles were to train factory workers. In that sense the Nazi were promoting physical work for a generation of workforce they could use.
If we focus further about higher education the policy of destructions was very clear. Every university or institution of higher learning was eliminated. In order to do so they destroyed all equipment, books and laboratories (which they also stole from for their own personal use).
However, despite the terrifying warning and threats of being sent to concentration camps or even death penalty people where committed to preserve polish culture and so its future generation.
This powerful movement lead to the establishment of a secret teaching organization as early as in 1939. Devoted teachers risked their lives in order to educates young people in small apartments. |
In the case of higher education, they would teach under cover of a technical school opened by the Nazis. Another example is the faculty of medicine supposedly known as a sanitation school by the Nazis. The students would practice at night to avoid any trouble. It is important to acknowledge the risk taken by both teachers and students. Many reports prove that the Nazis were aware of this situation, but the movement was so important that they were incapable of stopping it. It is difficult to establish any exact numbers, but it is estimated that 1.5 million people took part in underground education in Poland. As a result, student would still receive certificates with a forged date in order to complete their studies in higher education after the war.
Throughout this article we have demonstrated the importance of the implementation of secret education to preserve polish culture. It is important to notify that 40% of the university staff from pre-war time was lost, many of them was send to concentration camps.
After the second world war the lack of professors and buildings was difficult to manage. The polish committee of National Liberation was put into place and the main priority was to restore the education system. An emphasis was put upon democratic features and the access for all social classes. The establishment of pre-University preparatory courses appeared necessary and lasted for years. Thanks to the national effort the education system was restored. Today, the education system in Poland is strong and shaped by these striking succession of events.
Solene Brunet
Fundacja MODE - Move and Develop Foundation
Throughout this article we have demonstrated the importance of the implementation of secret education to preserve polish culture. It is important to notify that 40% of the university staff from pre-war time was lost, many of them was send to concentration camps.
After the second world war the lack of professors and buildings was difficult to manage. The polish committee of National Liberation was put into place and the main priority was to restore the education system. An emphasis was put upon democratic features and the access for all social classes. The establishment of pre-University preparatory courses appeared necessary and lasted for years. Thanks to the national effort the education system was restored. Today, the education system in Poland is strong and shaped by these striking succession of events.
Solene Brunet
Fundacja MODE - Move and Develop Foundation
Sources
● Budanovic N. (2018) The Secret Teaching Organization: How Education was Conducted in Deepest Secrecy in Poland during WWII (https://www.warhistoryonline.com/instant-articles/secret-teaching.html)
● Charzyńska, K., Anczewska, M., Świtaj, P. Part 1: Comparative Education & History of Education “A brief overview of the history of education in Poland”
● Krawczyk, B. & Stephens, R. (Issue 16) “A matter of national survival” (https://poland-today.pl/a-matter-of-national-survival/)
● Polish Research and Information Service, New York (1948) “Education in Poland (Report 2)”
● Budanovic N. (2018) The Secret Teaching Organization: How Education was Conducted in Deepest Secrecy in Poland during WWII (https://www.warhistoryonline.com/instant-articles/secret-teaching.html)
● Charzyńska, K., Anczewska, M., Świtaj, P. Part 1: Comparative Education & History of Education “A brief overview of the history of education in Poland”
● Krawczyk, B. & Stephens, R. (Issue 16) “A matter of national survival” (https://poland-today.pl/a-matter-of-national-survival/)
● Polish Research and Information Service, New York (1948) “Education in Poland (Report 2)”
Education During Fascism
Education has always been a strong and powerful instrument used by governments to control young people. The Fascist dictatorship was no exception. During the Fascist period, the school systems were changed; new reforms were adopted to teach the children the new ideology.
In 1923 the Gentile Reform was adopted. This reform gave increased importance to the humanist culture and gave little space to scientific and technical education. A new book with this ideology at the centre was introduced. Every school subject underwent a process of fascist reform and the programs were made in line with the fascist ideology. All people involved in the schools had to be faithful to the regime, which is why from 1929 onwards schoolteachers and university professors had to pledge an oath to the dictatorship risking their lives if they chose not to do so.
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As far as the students were concerned, they were included in the Opera Nazionale Balilla (ONB), which was in charge of organising all kinds of paramilitary, sport and recreational activities. In the ONB, young people were divided according to their age. There were the “balilla”, a group of boys aged from 8 to 11, the “Balillamoschettieri” from 12 to 13, the “avanguardisti” from 14 to 15 and the “avanguardistimoschettieri” from 16 to 17. The girls also were divided into different groups; “piccoleitaliane” aged from 8 to 14 and “giovaniitaliane” from 15 to 17. The little children, boys and girls, aged from 6 to 8 were named “figlie figliedellalupa” (“the wolf’s sons and daughters”). Everyone in the groups had their own uniform which had to be worn during all activities, mainly sporting activities in the gym or in stadiums. Besides sport and recreational activities, the young people also had to be trained for military actions and they put guns and weapons in their hands to be trained for future wars.
The Italian youth during the Fascist period was completely controlled and subjected to the regime ideology. Their school life and their free time was totally dedicated to learning and serving the dictatorship. There was no possibility for those young pupils to have their own ideas and thoughts about any aspect of their lives. Decisions were predetermined and the students had no input.
YouNet Source: “A scuola durante il fascismo” https://www.storiaememoriadibologna.it/files/vecchio_archivio/seconda-guerra/d/dai_monti_alle_risaie.pdf
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