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PROFESOR TADEUSZ MANTEUFFEL I INSTYTUT HISTORYCZNY UNIWERSYTETU WARSZAWSKIEGO. ŚRODOWISKO KSZTAŁCĄCE I WYCHOWAWCZE W LATACH PIĘĆDZIESIĄTYCH XX WIEKU

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Bartnicka K.

Analecta. Studia i Materiały z Dziejów Nauki

2017

vol. 26

issue 2(51)

105-180

The Historical Institute of the Warsaw University was established in the 30s of the 20th century out of 7 colleges teaching history at the University’s Liberal Arts Department, in order to facilitate education of history teachers in secondary schools within so-called free school. The creator of the Institute was an eminent historian and university teacher – Marceli Handelsman. After damages of the 2nd World War, the Institute was re-created with much effort by Tadeusz Manteuffel (1902–1970), Handelsman’s disciple and friend, outstanding archivist, mediaevalist and creator of the Warsaw and national historical circles. Manteuffel’s associates were his colleagues and friends from the resistance movement, connected with the Office of Information and Propaganda of the Headquarters of the Home Army, as well as lecturers and disciples of a history section organised by Manteuffel at an Underground Warsaw University during German occupation. Didactic-scientific staff of the Institute was very carefully assembled by Manteuffel: i.a., Aleksander Gieysztor, Stefan Kieniewicz, Stanisław Herbst, Janusz Woliński, Władysław Tomkiewicz, as well as the ones of the Library and the Deans Office of the History Department. Manteuffel expanded the formula and tasks of the Institute of History and created an institution of educational and scientific character, opened for the whole historical circle, and propagating historical knowledge in co-operation with teachers. Despite huge obstacles after the war, the Institute introduced an experimental, modern training programme and set up a system of education for historians. Manteuffel was the author of the concept. He tried to combine the necessity to train history teachers with a high scientific level of studies. The programme was later introduced in all Polish universities. Manteuffel performed many functions at universities and was an authority in the historical circles. He took great care to maintain international contacts, skillfully and with diplomatic talent defended the Institute against vulgarization of education and science in time of Stalinism. He was a reliable, brave man and a great organiser. Talented and kind, although demanding, even sometimes gruff supervisor and academic teacher. Loyal to his colleagues, associates and students. Even at the beginning of the 50s, he managed to maintain an atmosphere of order and security in the Institute of History of the Warsaw University. When The Polish Academy of Sciences was created, Tadeusz Manteuffel organized and headed its Institute of History, which became a research centre on a national scale. In 1955, while maintaining his didactic activity at the University, he handed over the management of the Institute of History to Aleksander Gieysztor.

Uniwersytety europejskie na przełomie XVIII i XIX wieku

100%

Bartnicka K.

Kwartalnik Historii Nauki i Techniki

2015

vol. 60

issue 1

17-54

In the Age of Enlightenment, European universities were going through a serious economic, organizational, academic and staff crisis, and were affected by the resulting decrease of social prestige. The traditional profile of university education did not respond to the real needs of developing societies. The number of secondary and semi-tertiary education institutions was on the increase, taking candidates away from universities. Theology faculties’ control hindered free academic development and research at other faculties. Economic difficulties at universities hampered modernization of academic infrastructure, as well as introduction of new faculties. It resulted in deterioration of education and teaching staff level. Academic life began shifting towards academies of sciences and scientific societies, which were often financially supported by rulers. The crisis mostly affected universities in France, Germany, Italy, but also in Spain and England. It gave rise to a heated discussion about tertiary education, as well as about the purpose and raison d’être of universities. However, simultaneously with the deepening crisis at universities in central Europe, under the influence of the Enlightenment philosophical trends spreading throughout the whole of European academia and education, in some areas of the continent (the Low Countries, Scotland, Northern and Central European countries, including the Polish-Lithuanian Commonwealth) the level and organization of academic life, openness to new ideas, curricula and education levels started to improve. It was most visible in the fields of jurisprudence and medicine, with botany beginning to stand apart as part of natural history. Philosophy faculties saw new chairs being introduced in humanities, natural sciences and exact sciences, and new subjects being introduced as extra-curricular activities. These changes accelerated towards the end of the 18th century. The turn of the 19th century was an exceptional period in the history of universities. The academic crisis had been overcome. New social, political, economic and academic circumstances in Europe, as well as the influence of the Enlightenment philosophical ideas gave rise to the concept of a liberal university, called ‘Humboldtian’ – a name derived from the university established in Berlin in 1810 thanks to Wilhelm von Humboldt. In the 19th century this concept conquered Europe. The academia recognized it as a classical idea for a university. It is based on: the principle of academic freedoms, freedom of scientific research and education; the idea of university’s mission as a combination of research goals: unhindered study of the world and discovery of scientific truth with educational and cultural impact on the university’s environment; the requirement for professors to combine research with teaching; separating universities as tertiary education institutions from secondary education institutions, as well as from vocational training-oriented tertiary education institutions. Modernization of European universities was progressing slowly, unevenly and non concurrently in different parts of the continent. Issues such as tertiary education, university structure, relations between university authorities with state and church authorities were tackled differently, depending on local needs and opportunities. Completely new universities were established as well, usually as institutions financed by the state, serving its purposes and under its supervision. The successful reform of Polish universities carried out by the Commission of National Education, following the ideas of Hugo Kołłątaj is a good example of the change tendencies at European universities in the second half of the 18th century. The Cracow Academy (established in1364) and the formerly Jesuit Vilnius Academy (established in 1568) were transformed into modern European universities. The Polish reform preceded the Humboldtian concept and the establishment of the Berlin University by two decades. During the reform of the Vilnius Academy transformed by the Commission of National Education into the Central School of the Grand Duchy of Lithuania, Jean Emmanuel Gilibert (1741-1812) was brought to Vilnius. He was a French botanist and doctor, born in Lyon and educated in Montpellier – one of the best medical and advanced botanical studies faculties in France. In Vilnius in the academic years 1781/82 and 1782/83, Gilibert chaired two departments:. He laid the foundations for a medical school which developed very well in the 19th century at the newly established college of medicine at the reformed Central School and for Lithuanian botanical research and studies at the new faculty in Vilnius.

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1 Analecta. Studia i Materiały z Dziejów Nauki

1 Kwartalnik Historii Nauki i Techniki

2 Bartnicka K.

1 2017

1 2015

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PROFESOR TADEUSZ MANTEUFFEL I INSTYTUT HISTORYCZNY UNIWERSYTETU WARSZAWSKIEGO. ŚRODOWISKO KSZTAŁCĄCE I WYCHOWAWCZE W LATACH PIĘĆDZIESIĄTYCH XX WIEKU

Uniwersytety europejskie na przełomie XVIII i XIX wieku