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I Liceum Ogólnokształcące a Seminarium Duchowne w Tarnowie

100%
Banach R.
Tarnowskie Studia Teologiczne
|
2012
|
vol. 31
|
issue 2
EN
The article, after the general introduction on general education and its relationship to the Church in post-war Poland, discusses the connections between the diocesan seminary in Tarnow, the Gimnazjum, and later First Liceum in Tarnow. These relationships were in fact particular. In 1837 was established the Institute of Philosophy, which was placed in a newly constructed building of the Seminary. In 1849 the Institute of Philosophy combined with the Gimnazjum as the two highest classes, which were still housed in the Seminary buildings. It is only after the construction of a new building for the Gimnazjum in the immediate vicinity of the Seminary, and partly on its territory, that Gimnazjum pupils not longer occupy space in the building of the Seminary. Once created the so called Minor Seminary (1901), his pupils were students of that Gimnazjum and after their graduation became the Seminary alumni. After World War II (1950) Communist authorities removed the alumni of the Minor Seminary from the Gimnazjum and Liceum, but the immediate vicinity of these institutions meant that a large percentage of Gimnazjum pupils were reported to enroll in the Seminary. The number of Gimnazjum graduates who chose the priesthood is impressive.
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Prywatne Gimnazjum Sanatoryjne Męskie dr. Jana Wieczorkowskiego w Rabce (1924–1939)

71%
Świder M., Urlińska M. M.
Studia Paedagogica Ignatiana
|
2016
|
vol. 19
|
issue 2
227-249
PL
W roku 1924 powstała w Rabce szkoła przeznaczona dla uczniów chorych przybywających do uzdrowiska na leczenie sanatoryjne. Niniejszy artykuł prezentuje idee i rozwiązania proponowane przez Gimnazjum Męskie Sanatoryjne dr. Jana Wieczorkowskiego w Rabce. Wykorzystano materiały dostępne w Archiwum Państwowym oraz archiwum szkolnym LO im. E. Romera w Rabce-Zdroju. W tekście odwołano się także do wspomnień byłych uczniów tej placówki, wydanych drukiem bądź opublikowanych na stronach internetowych. Zostały pokazane społeczne uwarunkowania powoływania pierwszych placówek szkolnych na tych terenach oraz zapotrzebowanie w tym środowisku na działania oświatowe w latach poprzedzających założenie szkoły sanatoryjnej. Udokumentowana została historia instytucji, pokazana jej specyfika, wraz z programem nauczania czy podporządkowaną leczeniu organizacją pracy szkoły. Zaprezentowano charakterystykę postaci związanych z tą placówką (dyrektora, nauczycieli i uczniów), pokazano zależność między jakością pracy szkoły a wynikami uczniów przybyłych na krótszy lub dłuższy okres do rabczańskiego zdrojowiska. Wskazano na przyczyny sukcesu szkoły, jaki niewątpliwie został osiągnięty w tej niewielkiej miejscowości w trudnych latach międzywojnia. W centrum działalności szkoły ukazano postać założyciela, właściciela i dyrektora tej placówki, jego pomysł na organizację nauki w trakcie procesu leczenia, oraz ideę wykorzystania walorów tego szczególnego miejsca, w którym szkoła funkcjonowała.
EN
In 1924 an educational institution for students who were patients coming for the sanatorium treatment was established in Rabka, a spa city. This article presents the ideas and solutions proposed by the Dr. Jan Wieczorkowski’s Men Sanatorium High School in Rabka. The text is based on the material available in the State Archives and in the E. Romer’s High School Archive in Rabka-Zdrój. The reminiscences of the former students of this institution which were published, posted on websites and gathered during interviews, were also taken into account. The social conditions of the first of the schools in those regions and the public demands for educational activities in the years preceding the establishment of the sanatorium school in Rabka were discussed too. The article documents the history of the institution, showing its unique features, including the curriculum and the organization of school work, which was subordinated to the treatment. Some characteristics of the persons associated with this institution (director, teachers and students) were also depicted. Thereby the text shows the relationship between the quality of the school work and the results gained by students who used to come to Rabka for a shorter or longer period. The article points out the reasons for the success of this school which undoubtedly has been achieved in this small town in the difficult years of the interwar period. The central figure was the school’s founder, director and owner of this institution. His idea to organize the learning process during the treatment and to take advantage of this special and unique place were also demonstrated.
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