A new form of government of the Polish state was combined with its rather intensive influence on the character of the educational system, including general secondary schools. That time is distinguished by numerous controversies, which then appeared in various social circles, political parties, and referred to the constitutional and organizational structure as well as the program structure of this school level. In the first years the controversies were more of an evolutionary character, as at that time discussion and exchange of opinions concerning differing standpoints and concepts for the Polish route to socialism were still possible. After 1948 there was no more room for discussion; the decisions about this sphere were also made by one group - the people related to the communist party (Pol. abbr. PZPR). Already right after the cessation of war activities, the tendencies leading to the centralization of education management were noticeable, and consequently, ever more intense influence of the government o f the working classes (lub the people’s government) on the functioning of schools, but, above all, on the teaching content. The process of centralization was linked with the so-called democratization process of school i.e., the question, of which the ruling communists made their priority.A consequence of democratization of the general secondary school and rendering it a tool for the manufacture of future citizens - devoted to and subjected to the government of the working classes - was the aspiration for closing private general secondary schools, and also the expulsion of religion from school. Such changes, falsely justified by the necessity to observe the principle of freedom of conscience and confession, led to the secularization of the school system. The discussed expulsion of the Church from schools, and at the same time from the sphere of educating a young generation, was supposed to serve the formation of a new socialist society in the future.
In retrospect, the outbreak of the Great War in the summer of 1914 must be recognised as a trigger that changed the education model in Galicia. The process of legal and administrative transformation of the education framework in Galicia started overnight. The purpose of the adjustments was to accommodate the system of teaching, upbringing, organisation of education and the work of schools (including secondary schools) to the needs of the monarchy which at that time was in the state of war. The transformation of the Galician education system reached its peak in the period of sociopolitical upheavals, which resulted from the fall of the Dual Monarchy as well as from the acquisition of the former Galicia by the newly reborn Polish State. After a careful analysis, it has turned out that scholars should study the transformation period as divided into three homogenous phases. The first of these stages began together with the outburst of the War in the summer of 1914 and lasted until the end of the Russian occupation of Lviv. The second one began together with the end of that occupation in July 1915 and lasted until the fall of the Dual Monarchy. The third one covered the period of the rebirth of Poland in November 1918. The most durable legacy of the Galician education model in the schooling system of Independent Poland consisted in the 19th century idea of basing the education of the young generation on the dominant position of an eight-form secondary school (gimnazjum). These schools were partially reformed after the programme debate which took place between 1919 and 1922. Therefore, the educational basis and the teaching personnel established before 1918 became the durable element transferred to the new generation. On the brink of the Great War of 1914–1918, i.e. in the summer of 1914, the Lviv centre of secondary education enjoyed the position of the largest centre of secondary education in Galicia. A variety of religions and nationalities represented by the pupils had become its hallmark. Lviv was also the centre of an ongoing debate about the role of upbringing and education in the life of a nation. The teaching staff of Lviv’s public secondary schools, consisting of distinguished pedagogues, had a significant impact on the results of education in those schools.
PL
Wybuchu wielkiej wojny w lecie 1914 roku z perspektywy czasu uznać trzeba za impuls zmian galicyjskiego modelu edukacji. Z dnia na dzień zaczął się proces modyfikacji prawno-administracyjne ram pracy galicyjskiej oświaty. Celem wprowadzanych korekt, było dostosowanie systemu nauczania, wychowania, organizacji oświaty i pracy szkół (w tym szkół średnich) do potrzeb prowadzącej wojnę monarchii. Apogeum transformacji galicyjskiej całości oświaty przypada na okres polityczno-społecznych przemian będących konsekwencją upadku Austro-Węgier i przejęciem byłej Galicji przez odrodzone Państwo Polskie. Analiza okresu przemian skłania badacza dziejów lwowskiej i polskiej oświaty do wyodrębnienia trzech jednolitych faz. Pierwsza zaczęła się wraz z wybuchem wojny w lecie 1914 roku i trwała do zakończenia rosyjskiej okupacji Lwowa. Druga, zapoczątkowana równolegle z końcem tej okupacji w lipcu 1915 roku, ciągnęła się do upadku monarchii. Trzecia przypadła na czas odrodzenia Polski w listopadzie 1918 roku. Najtrwalszą spuścizną galicyjskiego modelu edukacji w systemie szkolnym Polski niepodległej, była XIX-wieczna koncepcja oparcia systemu edukacji młodego pokolenia o dominującą pozycję gimnazjum – ośmioletniej ogólnokształcącej szkoły średniej, częściowo zreformowanej po debacie programowej z lat 1919–1922. Trwałym elementem przeniesiony w nowe czasy były też baza edukacyjna i kadry pedagogiczne szkół uformowane przed 1918 roku. U progu wielkiej wojny lat 1914–1918, w lecie 1914 roku, lwowski ośrodek szkolnictwa średniego ogólnokształcącego, był wówczas największym centrum edukacji na poziomie średnim w Galicji. Jego charakterystyczną cechą była wielowyznaniowość i wielonarodowe pochodzenie uczniów. We Lwowie ścierały się opinie o wychowaniu i roli edukacji w życiu narodu. Ważnym elementem, wpływającym na efekty kształcenia w gimnazjach państwowych Lwowa, była zatrudniona w ich kadra wybitnych pedagogów.
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