Relacje polsko-ukraińskie w szkolnictwie państwowym południowo-wschodnich województw Drugiej Rzeczypospolitej:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Polish |
| Veröffentlicht: |
Kraków
Towarzystwo Wydawnicze "Historia Iagellonica"
2013
|
| Schriftenreihe: | Studia z Historii XX Wieku
16 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Zsfassung in engl. Sprache u.d.T.: Polish-Ukrainian relations in the state education system in the south-eastern provinces of the Second Republic of Poland Bibliogr. S. 406 - 460. Indeks |
| Beschreibung: | 477, [8] S. il. 24 cm |
| ISBN: | 9788362261659 |
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Datensatz im Suchindex
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|---|---|
| adam_text | KAROL
SANOJCA
Relacje polsko-ukraińskie
w szkolnictwie państwowym
południowo-wschodnich województw
Drugiej Rzeczypospolitej
Kraków 2013
SPIS TREŚCI
Wstęp 9
Rozdział I Polityka oświatowa państwa polskiego a ukraińska mniejszość
narodowa 21
1 Sytuacja etniczna południowo-wschodnich ziem Drugiej Rzeczypospolitej 21
2 Polityka oświatowa Rzeczypospolitej w latach 1918-1924 23
3 Ustawa o języku szkół z 31 lipca 1924 roku 30
4 Nurty polityczne wobec problemów szkolnictwa na Kresach 39
5 Piłsudczycy i reforma jędrzejewiczowska 43
6 Ukraińska Reprezentacja Parlamentarna wobec polityki oświatowej sanacji 48
7 Polityka narodowościowa i oświatowa państwa w latach trzydziestych 53
Rozdział II Organizacja lwowskich władz oświatowych 63
1 Oświata galicyjska w czasach konfliktu polsko-ukraińskiego 1918-1919 63
2 Utworzenie Kuratorium Okręgu Szkolnego Lwowskiego 70
3 Kuratorzy lwowscy 72
4 Wizytatorzy 79
5 Inspektorzy szkolni 90
Rozdział III Problemy szkolnictwa państwowego na obszarze Galicji Wschodniej
przed wejściem w życie ustaw językowych 97
1 Weryfikacja kadry nauczycielskiej po wojnie polsko-ukraińskiej 97
2 Kontrowersje terminologiczne — Rusin/ruski czy Ukrainiec/ukraiński 100
3 Kwestia języka urzędowania szkół 107
Rozdział IV Wokół utrakwizacji — zmiany instytucjonalne w szkolnictwie 115
1 Struktura i język nauczania w szkolnictwie galicyjskim 115
2 Utrakwizacja szkolnictwa — lex Grabski w kresowej praktyce 121
a Zamach na kuratora Stanisława Sobińskiego 126
b Plebiscyty szkolne 133
3 Szkolnictwo powszechne — struktura i język nauczania 146
4 Gimnazja 164
5 Reforma jędrzejewiczowska i liceum jako nowy typ szkoły 182
6 Szkoły zawodowe 185
7 Problem rutenizacji i nauczania przedmiotów w języku polskim 196
8 Spis treści
Rozdział V Specyfika praktycznego funkcjonowania szkół na terenie
Lwowskiego Okręgu Szkolnego 203
1 System wychowawczy szkoły 203
2 Postawy uczniów ukraińskich 218
3 Organizacja skautowa — „Płast 226
4 Ukraińskie akcje sabotażowe i antyszkolne w pierwszej połowie lat
trzydziestych 231
5 Zaangażowanie polityczne ukraińskich gimnazjalistów 250
6 Treści nauczania i próby ich dostosowania do specyfiki szkół kresowych 257
7 Wydawnictwa szkolne 278
Rozdział VI Nauczyciel jako realizator polityki oświatowej państwa 295
1 System kształcenia 295
2 Nauczyciele kresowi — struktura narodowościowa i wyznaniowa 303
3 Polityka kadrowa 311
4 Postawy i zaangażowanie polityczne nauczycieli 317
Rozdział VII Szkoła wschodniogalicyjska jako pole rywalizacji ideologicznej
i politycznej 355
1 Środowisko rodzinne 355
2 Kościół greckokatolicki 356
3 Administracja terenowa 359
4 Wojsko i policja 360
5 Prasa 366
6 Organizacje i stowarzyszenia 370
Zakończenie 377
Aneksy 387
Wykaz tabel 399
Wykaz ilustracji 403
Bibliografia 405
Indeks osób 461
Streszczenie w języku angielskim 473
POLISH-UKRAINIAN RELATIONS
IN THE STATE EDUCATION SYSTEM
IN THE SOUTH-EASTERN PROVINCES
OF THE SECOND REPUBLIC OF POLAND
SUMMARY
The education system in the south-eastern border region of the Second Republic of Po¬
land operated within the framework defined by the Polish state legislation, which took
into account international legal instruments as well. The education policy of the state,
which regained its independence after World War One, had to take into consideration
the reawakened ambitions of the Ukrainians, who were close to their own statehood in
1918-1919.
Their efforts to create a separate educational system came up against meas¬
ures implemented the Polish authorities seeking to maintain cohesion of the state and
maintain ethnic relations in the Borderlands in such a way that all nationalities living
there would accept the new political situation. Schools became one of the most important
areas of Polish-Ukrainian confrontation.
Important consequences of the revival of independent Poland included a change in the
position of the Polish language in the educational hierarchy
—
formerly one of the languages
used in the country, it now became the official language, thus replacing German, which
played this role in the
Habsburg
monarchy. One of the problematic areas was the issue of
the language used in schools for administrative purposes. The practical implementation of
the government s plans with regard to the education system in the south-eastern Borderlands
was the domain of the Board of Education of the Lviv School District. A special role and
also responsibility was given to the superintendent heading this institution, whose legal
position, owing to the separation of educational institutions from administrative bodies,
was equal to that of the provincial governor. Superintendents were usually blamed by the
public for unpopular decisions taken by the government. An extreme example of this is
the death of the first Lviv superintendent of schools,
Stanisław Sobiński,
killed by the
Ukrainians who accused him of destroying their national school system.
The principles of the functioning of the education system in a multiethnic society
were inscribed in an act of parliament adopted in
1924,
the so-called lex Grabski, which
introduced a model of utraquist education and which remained in force until the end of the
inter-war period. Its basic premise consisted in creating an education model in which
—
thanks to parallel use of the Polish and the Ukrainian language
—
it would be possible to
shape a multiethnic society capable of functioning harmoniously within one state. This
goal did not seem convincing to national minorities believing, as they were, that there were
hidden Polonising intentions in the government s policy. From the moment the law was
adopted it was resisted both by the independence-seeking Ukrainian community and by
nationalist Polish groupings. The model advocated by the Ukrainians, whereby a parallel
474
Summary
educational system would be created, was unacceptable to the government of the state,
which had been rebuilt barely a few years before after more than one-hundred years in
captivity, for such a solution would be a serious disintegrating factor. From the Polish
point of view negative consequences of the
1924
law included a revival of nationalist
activities of the Ukrainians as a result of the introduction of school plebiscites. This was
a solution according to which the parents, by submitting written declarations, decided in
which language their children were to be educated.
As a result of the implementation of the Grabski law the utraquist school became the
dominant type of school. Such institutions were established by transforming Ukrainian
schools. At the same time in nearly
1500
Polish schools the Ukrainian language became
a compulsory subject. A relatively small number of schools (around
800
Polish and
400
Ukrainian schools out of nearly
5000
operating at the time) were monolingual schools.
In the case of secondary schools the two languages were kept separate (i.e. there were
separate Ukrainian and Polish institutions), a practice with roots in the Galician times. The
only novelty was the introduction into Ukrainian secondary schools of compulsory teach¬
ing of the Polish language, of history and of contemporary Polish studies in the official
language. Another characteristic feature of secondary schools was the involvement of the
Ukrainian community in solving problems associated with education
—
most Ukrainian
secondary schools and teachers colleges were private and were run by the
Ridna Shkola
Society. Polish-Ukrainian relations in the education system did not change either by
Ja¬
nusz
Jedrzejewicz s reform, introduced in
1932,
which provided for the establishment of
a uniform network of schools irrespective of the official language of instruction.
The issue of the linguistic shape of the education system was a kind of touchstone of
Polish-Ukrainian relations, accompanying every instance of exacerbation of these relations.
This became particularly evident in the early
1930s,
when two events coincided: a sabotage
campaign organised by the Organisation of Ukrainian Nationalists (OUN) and the date of
school plebiscites, which, in accordance with modifications introduced by implementing
regulations to the Grabski law, could take place in each school every seven years. In these
circumstances the OUN acquired an additional area for confrontation. Its sabotage actions
now included direct attacks on schools. Profanation of state symbols on school buildings,
devastation of the infrastructure and attacks on teachers were all perpetrated mainly by
adult OUN activists. Involving pupils in anti-school actions led to ostentatious behaviour
in classroom, destruction of teaching aids and even school strikes. All these actions met
with a firm response of the government and school authorities. The group most susceptible
to the nationalist propaganda was that of Ukrainian secondary school pupils, which is why
the authorities decided in
1930
to close down the state secondary school in
Tarnopol
as
well as two private secondary schools run by
Ridna
Shkola
—
in Drohobych and
Ro¬
hatyn.
Undoubtedly, the move calmed the situation down, though the anti-school campaign
continued, with greater or lesser intensity, for a few more years. The climax of the
1930s
conflict came with the killing by the Ukrainian nationalists of the Minister of the Interior
Bronisław Pieracki
and, a month later, of Ivan Babiy, headmaster of a Ukrainian-language
school in Lviv, accused of pursuing a conciliatory policy with regard to the Poles.
The OUN s terrorist activities prompted both sides to reflect on their mutual relations,
leading to attempts to reach an agreement in the mid-1930s. Although these efforts did not
bring lasting results, they did nevertheless lead to the implementation of some Ukrainian
proposals. Examples include the launch of an agricultural secondary school in
Czernica
—
475
the first Ukrainian state vocational school
—
and the creation of special curricula and
textbooks for schools with Ukrainian as the language of instruction. The government s
efforts were looked upon with reserve by those living in the Borderlands who believed
that the danger of Poles being Ruthenised was very much real. This phenomenon was
supposed to result from the fact that young people living in scattered Polish communities
did not have access to education in their mother tongue.
The linguistic debate that started way back in the Austrian rule period was by no means
only symbolic. Many Ukrainians refused to accept the traditional nomenclature, protest¬
ing against being called
Ruthenians.
For the
engagé
Ukrainian intellectuals, opting for the
term Ukrainians was a way to build their own subjectivity and ethnic identity. It was not
until the late
1930s
that a compromise solution was found and the authorities practically
accepted both terms being used at the same time. This could also be observed in schools
(in official correspondence, in the names of schools) and in the content of textbooks.
One of the most important ways of exerting influence through education stemmed from
the very content of the material being taught. Unfortunately, over the twenty years of the
existence of the Second Republic of Poland the idea of adapting school curricula in the
various subjects to the needs of minorities was not implemented. Textbooks (especially
those used in the teaching of history and Polish) were imbued with patriotic Poland-centred
zeal with elements of universal civic ideals. On the other hand, the scope of information
about the past of Ukraine and the Ukrainian nation could hardly be called sufficient. What
gave rise to more problems was the way of interpreting various events related to Polish-
-Ukrainian relations, both contemporary and those in the past. In this situation the building
of a common state ethos was to be helped by a canon of carefully selected items on reading
lists as well as books and periodicals collected in school libraries. The form and content
of publishing output in both languages was to be supervised by a special commission af¬
filiated to the Lviv Board of Education, members of which included distinguished Polish
and Ukrainian teachers.
What mattered more (than the transmission of knowledge) to the building of a multi¬
ethnic society was the shaping of the right attitudes. Decision-makers realised that in the
inter-war period, formulating their educational ideologies accodingly. Undoubtedly, the
plan to create an integrated society was more likely to succeed thanks to the concept of
state upbringing implemented in the
1
930s. Affirmation of elements of statehood and civic
engagement made it possible to influence young people regardless of ethnic differences,
because this did not mean a removal from the education process of the Ukrainian histori¬
cal and cultural traditions. However, the participation of Ukrainian children and youth
in celebrations of their own national holidays, cultivation of traditions and veneration of
national heroes was limited to forms accepted by the school authorities. What remained
outside this field was the nationalist agenda associated with the symbols and propaganda
of an independent Ukrainian state. Yet this policy of the Polish government did not pre¬
vent
—
for it could not prevent
—
youth groups from being infiltrated by radical move¬
ments. A good example of this can be provided by the case of the Ukrainian boy scout
association
Plast , an
organisation dissolved by the authorities in
1930.
Those particularly responsible for the shaping of young minds were the teachers. They
were trained for working in a multilingual environment by teachers colleges, providing
mostly utraquist education or taking into account the teaching of both languages to a large
extent. The popularity and relative accessibility of the profession led to an overproduction
476
Summary
of teachers, who could not be all absorbed by the state education system. The problem
affected both Poles and Ukrainians in a similar measure. Yet for many years the school
authorities were accused of passing over Ukrainian teachers when filling teaching positions.
Another form of the alleged discrimination was the transfer of teachers outside their own
ethnic environment. However, these claims were to a large extent unjustified; statistical
data do not confirm that this phenomenon was systemic or widespread. Yet such measures,
i.e. transferring teachers to other locations (though usually within the same school district),
were a form of pressure aimed at forcing them to remain loyal. Those kind of actions on
the part of the authorities seemed justified in many cases, because the catalogue of attitudes
displayed by Ukrainian teachers was very broad
—
from loyalty to open questioning of
the Polish statehood and involvement in clandestine activities. However
—
and this has
to be strongly emphasised
—
a vast majority of teachers tried to reconcile their status as
civil servants with their own patriotism and cultivation (in acceptable forms) of Ukrainian
traditions and culture. The most important problems in this respect included the attitude
of Greek Catholic priests. They constituted the elite of the Ukrainian community, particu¬
larly active in nationalist campaigns. Working in schools as catechists, they had ample
opportunity for influencing their pupils, and for promoting the Ukrainian ideology and
anti-Polish attitudes. They were able to do so thanks to their specific professional status,
i.e. subordination to the Church authorities and rather considerable independence from the
school administration. In addition,
Uniate
priests were involved in educational activities
outside schools as representatives of the Greek Catholic Church, which played an important
role in the promotion of the idea of Ukrainian statehood.
The pupils attitudes were shaped primarily by their families, which is why their
views were usually manifestations of the views of their parents. The latter were formed
by the Ukrainian social environment, with its rich life of cooperation, mutual aid and
self-education. A comprehensive development of Ukrainian culture was stimulated by
community organisations with their numerous activists. The functioning of educational
institutions was carefully followed by the state s administrative apparatus
—
the army
and the police quickly responded to all negative phenomena and situations in school life,
while the governors and heads of districts often voiced their opinions on matters that were
formally within the domain of the Boardof Education. It is a pity that a lack of knowledge
of the specific nature and the reality of school life often made these interventions incom¬
mensurate with the significance of the events.
When trying to analyse the ethnic and educational policy of the Second Republic
of Poland, we can easily become anachronistic, if we try to refer to our contemporary
system of values. We should, instead, bear in mind the different nature of the reality and
socio-political conditions at the time, as well as the special character of the Borderlands
—
a region in which various cultures met. The complex ethnic situation in the Borderlands
made it necessary for people to respect various points of view, and the maintenance of
good ethnic relations required goodwill and readiness to work out a compromise on the
part of all participants in these interactions. The relatively clear discrepancies between
the interests of Poles and Ukrainians overlapped with cultural differences as well as those
relating to worldviews or standards of living dividing these communities. Education-related
problems were seen differently from the perspective of Warsaw and differently from the
point of view of local authorities or various groups within local communities. Sometimes
it was the attitude of the Polish community in the Borderlands that made rapprochement
477
and reconciliation with the Ukrainian community difficult. On the other hand, reaching an
agreement was hampered by the maximalist nature of the Ukrainian political aspirations.
Such a situation did not leave much room for manoeuvre for the Polish authorities, for no
concessions could be regarded as satisfying. Taking all this into account, it could be said
that the Second Republic gave all its ethnic minorities everything it could when it came
to the education system. In practice, this was manifested in free access to the Ukrainian
language and traditions in schools. Today the utraquist nature of primary schools is strongly
criticised (and was criticised already in the inter-war period), but it was a pragmatic attempt
to cultivate good ethnic relations in a way that would reconcile the interests of the state
and society with the recognition of the distinct nature of Ukrainian culture. Therefore, we
should appreciate the fact that Polish society, for years Germanised and Russified, was
able to accept that the minorities should be granted the rights which it itself had been
deprived of in the past.
Actions aimed at forming a multicultural society were also aimed at the Polish youth
in the Borderlands, as most of these young people had direct contact in schools with the
Ukrainian language and absorbed Ukrainian culture. In view of all this it is difficult to
treat some Ukrainian activists seriously as they accused the Polish government of destroy¬
ing the Ukrainian education system and systematically ruining its earlier achievements.
This of course does not meant that the government of the Second Republic of Poland did
everything it could to avoid the Ukrainian accusations. When it came to general schooling,
linguistic freedom was limited by the principle of ultraquism; the offer of Ukrainian state
secondary schools was rather modest and the development of the private school system
was limited by the economic situation of the Ukrainian community. However, even within
the existing systemic solutions it was possible to facilitate mutual relations, by showing
greater flexibility when making administrative decisions, by showing a bit more sensitiv¬
ity when choosing the staff and by abandoning the allergic reaction to any, even slight
manifestations of dissent . The Polish authorities lacked the courage to remove those legal
provisions that caused the greatest conflict. For example, they kept delaying changes in
the plebiscite-based system of choosing the language of instruction, changes that would
to a greater extent take into account the equality of both sides. It is a pity, too, that an op¬
portunity was missed in the mid-19308 to come to a partial agreement at least. There were
very few gestures that would be regarded by the Ukrainian side as a real desire to reach
a consensus. Meeting even just some of the Ukrainian expectations as well as a gradual
modification of the educational policy would have brought hope for the emergence of
a multiethnic civil society in the Borderlands. Would this indeed have happened
—
we
will never know. Such an option could have been tested only in a long-term perspective,
which was made impossible by the outbreak of the Second World War and a radical change
of the political situation.
Translated by Anna Kijak
Bayerische ]
Sîaatsbibliothek
München
í
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| geographic | Polen (DE-588)4046496-9 gnd Ukraine (DE-588)4061496-7 gnd |
| geographic_facet | Polen Ukraine |
| id | DE-604.BV041772877 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T01:05:03Z |
| institution | BVB |
| isbn | 9788362261659 |
| language | Polish |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-027218834 |
| oclc_num | 896949226 |
| open_access_boolean | |
| owner | DE-Re13 DE-BY-UBR DE-12 |
| owner_facet | DE-Re13 DE-BY-UBR DE-12 |
| physical | 477, [8] S. il. 24 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Towarzystwo Wydawnicze "Historia Iagellonica" |
| record_format | marc |
| series | Studia z Historii XX Wieku |
| series2 | Studia z Historii XX Wieku |
| spelling | Sanojca, Karol Verfasser (DE-588)1145182062 aut Relacje polsko-ukraińskie w szkolnictwie państwowym południowo-wschodnich województw Drugiej Rzeczypospolitej Karol Sanojca Kraków Towarzystwo Wydawnicze "Historia Iagellonica" 2013 477, [8] S. il. 24 cm txt rdacontent n rdamedia nc rdacarrier Studia z Historii XX Wieku 16 Zsfassung in engl. Sprache u.d.T.: Polish-Ukrainian relations in the state education system in the south-eastern provinces of the Second Republic of Poland Bibliogr. S. 406 - 460. Indeks Geschichte 1918-1939 gnd rswk-swf Kulturbeziehungen (DE-588)4033552-5 gnd rswk-swf Bildungswesen (DE-588)4006681-2 gnd rswk-swf Polen (DE-588)4046496-9 gnd rswk-swf Ukraine (DE-588)4061496-7 gnd rswk-swf Polen (DE-588)4046496-9 g Kulturbeziehungen (DE-588)4033552-5 s Ukraine (DE-588)4061496-7 g Bildungswesen (DE-588)4006681-2 s Geschichte 1918-1939 z DE-604 Studia z Historii XX Wieku 16 (DE-604)BV023054929 16 HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027218834&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027218834&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Sanojca, Karol Relacje polsko-ukraińskie w szkolnictwie państwowym południowo-wschodnich województw Drugiej Rzeczypospolitej Studia z Historii XX Wieku Kulturbeziehungen (DE-588)4033552-5 gnd Bildungswesen (DE-588)4006681-2 gnd |
| subject_GND | (DE-588)4033552-5 (DE-588)4006681-2 (DE-588)4046496-9 (DE-588)4061496-7 |
| title | Relacje polsko-ukraińskie w szkolnictwie państwowym południowo-wschodnich województw Drugiej Rzeczypospolitej |
| title_auth | Relacje polsko-ukraińskie w szkolnictwie państwowym południowo-wschodnich województw Drugiej Rzeczypospolitej |
| title_exact_search | Relacje polsko-ukraińskie w szkolnictwie państwowym południowo-wschodnich województw Drugiej Rzeczypospolitej |
| title_full | Relacje polsko-ukraińskie w szkolnictwie państwowym południowo-wschodnich województw Drugiej Rzeczypospolitej Karol Sanojca |
| title_fullStr | Relacje polsko-ukraińskie w szkolnictwie państwowym południowo-wschodnich województw Drugiej Rzeczypospolitej Karol Sanojca |
| title_full_unstemmed | Relacje polsko-ukraińskie w szkolnictwie państwowym południowo-wschodnich województw Drugiej Rzeczypospolitej Karol Sanojca |
| title_short | Relacje polsko-ukraińskie w szkolnictwie państwowym południowo-wschodnich województw Drugiej Rzeczypospolitej |
| title_sort | relacje polsko ukrainskie w szkolnictwie panstwowym poludniowo wschodnich wojewodztw drugiej rzeczypospolitej |
| topic | Kulturbeziehungen (DE-588)4033552-5 gnd Bildungswesen (DE-588)4006681-2 gnd |
| topic_facet | Kulturbeziehungen Bildungswesen Polen Ukraine |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027218834&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027218834&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV023054929 |
| work_keys_str_mv | AT sanojcakarol relacjepolskoukrainskiewszkolnictwiepanstwowympołudniowowschodnichwojewodztwdrugiejrzeczypospolitej |