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Relacje Hieronima Wincentego Radziwiłła z Karolem Stanisławem Radziwiłłem „Panie Kochanku” w świetle korespondencji z lat 1761-1786

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Janicka J.
Saeculum Christianum. Pismo Historyczne
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2022
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vol. 29
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issue 2
150-161
EN
The purpose of this article is to present relations between stepbrothers Hieronim Wincenty Radziwiłł and Karol Stanisław Radziwiłł “Panie Kochanku”. The analysis of the sibilings’ relation is based on the correspondence between the younger and the older brothers in the years 1761-1786. The relationship between them was unique, as the brothers were separated by age, mother, and position in the family. Karol Stanisław Radziwiłł was not only a brother to Hieronim Wincenty but also a legal guardian and a great authority. Frequent correspondence, feelings expressed in it, and situations described allow us to see how important they were to each other and how close their bond was.
PL
Celem artykułu jest przedstawienie relacji między przyrodnimi braćmi: Hieronimem Wincentym Radziwiłłem a Karolem Stanisławem Radziwiłłem „Panie Kochanku”. Analiza związku pomiędzy rodzeństwem została przeprowadzona na podstawie korespondencji młodszego brata do starszego z lat 1761-1786. Relacja pomiędzy nimi była wyjątkowa, ponieważ braci dzielił wiek, matki oraz pozycja w rodzinie. Karol Stanisław Radziwiłł był dla Hieronima Wincentego nie tylko bratem, ale prawnym opiekunem i dużym autorytetem. Częsta korespondencja, wyrażane w niej uczucia czy opisywane sytuacje, pozwalają dostrzec, jaką bracia mieli ze sobą bliską więź i jak bardzo ważni byli dla siebie nawzajem.
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„Lubiły szczególniej muzykę, która część ich wychowania stanowiła”. Domowa edukacja muzyczna polskich szlachcianek epoki oświecenia

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Janicka J.
Studia Edukacyjne
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2021
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issue 60
263-278
EN
The education and upbringing of youth was one of the main issues considered by the aristocracy of Polish-Lithuanian Commonwealth in the age of the Enlightenment. A significant part of this current was music education (learning to play the instruments, singing and dancing) acknowledged as compulsory for women with reading, writing, learning foreign languages and history altogether. Every well-educated woman aristocrat could elegantly play the instrument and sing. They were gaining that knowledge primarily at home from foreign and domestic teachers. Despite the popularity of such education and constant presence of music during many noble balls, ceremonies and social arrangements, it was unfavorable in the eyes of current educational theoreticians and according to them useless. Yet memoirs offer multiple examples of delight about female musical abilities. Furthermore, music as a fundamental part of education was mentioned by women themselves; the shortcomings were punished. It seems that despite educationalists’ complaints music education of women helped thementertain noble guests with their musical talents. Woman with such skills, seeking good and affluent husbands, could successfully conquer male hearts.
3
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Ciąża w opiniach mieszkańców Rzeczypospolitej Obojga Narodów w XVIII wieku

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Janicka J.
Śląski Kwartalnik Historyczny Sobótka
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2020
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vol. 75
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issue 1
73-92
EN
The article raises the issue of pregnancy as a special state not only in woman’s life, but also in life of people closest to her. Several opinions and advices regarding the “blessed state” (Polish expression for “a delicate state”) as seen by the population of Polish-Lithuanian Commonwealth in 18th century were quoted and discussed.
4
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„Wychowawca! O jakaż wzniosła musi to być dusza!” Prywatne guwernantki dziewcząt w czasach stanisławowskich

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Kowalczyk M. E., Janicka J.
Biuletyn Historii Wychowania
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2018
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issue 39
19-34
EN
In Stanislaw August Poniatowski’s time, the upbringing and education of wealthy noblewomen were commonly entrusted to foreign governesses. There was a strong conviction in the Polish-Lithuanian Commonwealth that command of foreign languages was the foundation of proper and careful upbringing of young women. Many parents were not discerning clients when it came to selecting a governess. Oftentimes, foreign origin sufficed. As a result of attaching so much importance to command of foreign languages accompanied by acquiring foreign manners, costumes and customs, young Polish women grew indifferent to their mother tongue, native culture and traditions. There was also a lack of sense of responsibility for the country’s future.
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