Latin at School and Latin Teachers(based in part on Dr B. Brzuska’s research)

Elżbieta Olechowska

Collegium Budapest, July 13, 2010

Coping Strategies

The 1945-48: reprieve1948-1953: If you cannot fight them, join them:

Formulate an argument for classics appealing to the regime

1954-1957: a glimmer of hope: use every avenue to promote classics

1957-1961: Gomułka questions „the cult of professionalism”. A gradual loss of ground but teaching Latin still has a strong position

1961-1980: classics at school marginalized

Mieczysław Brożek, 1948Classical Philology in the New School: Thoughts on the

Curriculum (handout)1. Risks involving a-humanist education2. The Soviet Union recognizes Byzantine – classical

roots of contemporary culture3. Latin (& Greek) should be compulsory – the

foundations of education once destroyed will be very costly to rebuild

4. New goals: to improve translation of ancient authors and train future scholars; curricula could be tightened, new teaching methods will compensate for the reduced number of years.

5. New textbooks to illuminate present day issues and modern views

6. Let’s skillfully mobilize creating together the humanism of the new reality.

Mieczysław Brożek Son of a miner, one of six siblings. Elementary school

and classical gymnasium in small provincial towns in Upper Silesia. MA in classics in 1936 at UJ – started teaching at a Cracow high school and became an assistant to Tadeusz Sinko under whose guidance he defended his PhD dissertation in 1939.

November 6, 1939: arrested by the Gestapo with 150 professors of the Jagiellonian University (Sonderaktion Krakau) and sent to Sachsenhausen; in March 1940 transferred to Dachau, released in mid January 1941.

After his return from the camp joined underground university, officially working as a draftsman.

After the war, taught at the JU until his retirement in 1981.

Prof. Bronisław Biliński

We must serve life, if we do so, life will not reject us (1952-53)

We have to remember that classical philology is considered reactionary, for that reason we must demonstrate that we teach a progressive subject (1954-55)

Prof. Bronisław Biliński

The battle for Latin is on and the Society has a lot to do in that area to overcome the old prejudice towards that language.

We must [...] prove that we are all on the side of socialism and that we all strive towards it. [...]

The creators of ancient culture may provide us with strong shields to protect ourselves from the missiles of our enemies. [...]

the fight for Latin at school and for ancient culture is also the fight for socialism. (1956).

Latin Curricula

The 1st Latin curriculum published by the Ministry of Education in 1949 defines the educational goals.

to establish a critical approach to socio-political, behavioural and cultural phenomena of the ancient world, as well as to instill a conviction about the permanency of progress occurring in these areas.

Latin Curricula

Within readings of ancient authors, the ministry insisted on specific themes: opposition against tyranny (Greece), fight for independence and freedom (Gauls), manifestations of social upheavals (e. g. in Livy).

Among the authors: Nepos, Caesar, Cicero, Livy, Catullus, Vergil, Horace, Ovid, Seneca and most of all Lucretius, as there was a particular emphasis on the materialist stream of the ancient philosophical thought.

Latin CurriculaIn December 1953, another projected curriculum was lavishly reviewed by a

methodologist from Poznań, Jan Horowski: Latin will be pulling the ideological chariot not only

symbolically Latin teachers found rather late their way to the proper,

new interpretation of classical texts and issues according to the historical materialism and to the Marxist theory of literature.

Teachers were greatly assisted in acquiring this new way of teaching Latin by ideological self-education and centers for perfecting educational staff.

The new curriculum insists strongly on learning the language through a variety of vocabulary exercises, phraseology, semantics etc. - methodological consequences of J. Stalin’s works on Marxism in linguistics.

Latin Curricula

The previous curriculum treated authors without nuances. The new project defines ideologically the texts of each

author. For instance, it says that Ovid’s poems should be presented as „a reflection of changes in the literature of the early Principate under the influence of political transformations”.

While it is a rather general guideline, it shows that the teachers struggle with difficulties when trying to present texts of a given author in a Marxist manner. Marxist scholars could assist them in this task.

Latin Curricula

Cicero should be introduced to students as „a representative of the most enlightened segment of the society, and at the same time, as a typical representative of a failing social class, the ‘nobiles.’

Lucretius should be characterized as « a great talent and champion of the materialistic world view. »

Latin Curricula

The death of Stalin put a stop to the publication and implementation of this 1953 curriculum – the only remaining trace of this curriculum is the quoted review. It was simply eliminated from the files of the ministry of education.

Latin Curricula

A 1954 set of detailed guidelines recommended to eliminate from the curriculum a Polish text on C. Julius Caesar because it idealized the character

it is however less obvious why another historical figure was eliminated – M. Furius Camillus who punished a treacherous teacher from Falerii

or Scipio the Elder who spared the fiancée of one of the enemy leaders and even returned the ransom money as a wedding gift

Teachers The communist attitude towards Latin since

1945 unpleasantly surprised Latin teachers who in their majority took part in clandestine teaching during the German occupation.

From the outset, they attempted to organize, focus and jointly act in defense of their subject. Two institutions offered them support in their activities, PTF and the methodological centres separate for classical languages.

Teachers The centres were abolished in 1950 and

replaced by larger central structures for all teachers.

The Latin teachers resented this loss of autonomy and tried to regain it.

In 1952, they were able to obtain in some centres a separate Latin section with a specialized instructor.

Teachers

PTF and its regional chapters coordinated various activities in defense of Latin as a school subject and consolidated the community.

University professors gave lectures, taught workshops, fostered the creation of new chapters outside of university centres and took them under close patronage - these were mainly composed of high school teachers.

At the request of authorities

In the mid-fifties classicists were often required to teach about classics such captive audiences as soldiers in military bases, or workers in manufacturing plants – both sides were usually less than enthusiastic.

Publications in „Foreign Languages at School”(handout)

First issue in 1957Latin is clearly well represented A dynamic editor in-chiefDecline after his death and after the 1961

reform when Latin becomes a „light” elective

To Increase Popular Awareness

Teachers organized contests about antiquity, local Latin Olympiads; occasionally, they would try to interest larger audiences.

When in the 60s, Latin was curtailed at school, some chapters organized classical languages courses free of charge and open to the population.

Private Confessional Schools

Nazaretanki - Congregatio Sanctae Familiae de Nazareth

Niepokalanki -Congregatio Sororum Immaculatae Conceptionis Beatae Virginis Mariae

Zmartwychstanki - Congregatio Sororum a Resurrectione Domini Nostri Iesu Christi

Sacré Cœur - Societas Sacratissimi Cordis Iesu

Private Confessional Schools

Pijarzy - Ordo Clericorum Regularium Pauperum Matris Dei Scholarum Piarum

Ordo Cisterciensis–Kraków-Mogiła, closed down in 1952

Gimnazjum św. Augustyna (Stowarzyszenie PAX)

Adam Trybus (1909 – 1982). Born in a poor farmer’s family in

Southern Poland, he finished a Classical Gymnasium in Krosno and then studied classics at the Jagellonian University in Krakow.

He interrupted his studies to do military service in 1933-1935 and became a reserve officer of the 5 Podhale Rifle Regiment.

In 1937 he completed his studies with an MA thesis Quid de extraneis gentibus poetae aevi Augusti tradiderint .

The same year, he started teaching Latin & Greek in Krosno Gymnasium and became responsible for scouting.

Adam TrybusMobilized in August 1939, after the September campaign went

with the army to Hungary. Interned in Komarom, managed to flee from there to Bucarest

in February 1940. In March 1940 he got to , from there to France. Took part in

June campaign transferred to England and the Polish Armed Forces in the

West, where he trained in diversion and became a member of the Armia Krajowa.

In October 1942, as a „cichociemny” (silent-unseen) was parachutted into the occupied Poland. At the end of the war had the rank of major in AK.

After the dissolution of AK in January 1945, took part in armed anti-communist resistance.

Adam Trybus

In July 1945 negotiated safe conditions for his soldiers with PM Osóbka-Morawski and transfered $ 40 K of military funds for the rebuilding of the capital.

Moved to Wrocław and started working as a Latin teacher.

In September 1950 is arested at the train station – his family is not informed of his whereabouts until January 1951.

Official investigation – January to May 1951 – In July, Trybus is condemned to 15 years in prison

In December 1955, the sentence is reduced to 8 years and suspended for 2 years.

In February 1957, the verdict is overturned and Trybus is rehabilitated.

Adam Trybus In 1957, Trybus comes back to teaching Latin in

Piotrków Trybunalski, where he worked during the war in the resistance.

An excellent teacher and leader of the community; he organized a regional chapter of Polish Philological Society in Piotrków; published metodological and didactical papers, organized competitions for students whom he called „my army.”

Adam Trybusand his

studentJagoda

Szeflińska at a graduation

reception and ball.

She went on to study classics in Warsaw and teach Latin at the Medical University

Adam Trybus

The Security Service had him under constant observation for years and in July 1970 arrested him again under the pretext of belonging to a freedom organization „Movement”.

The case never went to court for lack of evidence but Trybus was forced to retire early by the end of the year.

Adam Trybus In spite of his retirement, he continued publishing. The security service kept him under observation. When martial law was declared on December 13, 1981,

Trybus was arrested and interrogated for many hours despite a serious illness. He was released due to the insistence of his wife.

When he died in July 1982, his funeral became a massive patriotic demonstration in Piotrków.

In 1980, he wrote: „In education and in any activity personal example is crucial [...] A teacher- educator considering ethical systems, issues of conscience, will not only seek to discuss them but will also behave better himself in order to serve as a model for students [...] Young people are very sensitive to the unity of words and actions and we dare not forget it.”

Adam Trybus

For his own students, he remained a model, a compass; after over 40 years, they cannot speak about him without great emotion. When asked, he would tell them of war and postwar history, always keeping silent about his own contribution. He did not use the first person – I – but rather „the Polish army”, „soldiers” etc. He taught patriotism by example.

Adam Trybus„Gallia est omnis divisa in partes tres” –

Ceasar’s sentences sound like a military report. Professor turns from the board, like „ksiądz Robak” (a character from Mickiewicz’s „ Pan Tadeusz”) from the altar. Students eyes follow him. Everybody knows that the Latin text will become alive, will tell them how to fight („pugnare”) and how to love their homeland („patriam”). And also how to respect laws: „Quousque tandem abutere, Catilina, patientia nostra?” But we already know, that it is not about Catilina, but about arrogant contemporary usurpers who dare to interfere with law and freedom.”