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Edukacja dziewcząt pod zaborem pruskim na przełomie XVIII i XIX wieku

100%
Łukasiewicz D.
Biuletyn Historii Wychowania
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2014
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issue 31
61-83
EN
At the turn of 18th and 19th century the education of women on Polish territory underwent a gradual enlargement. Already in the period of the reforms of the National Education Commission, more girls received education; after the seizure of Greater Poland (Wielkopolska) by Prussia in 1793, Germany implemented their educational system, that meant the acceleration of development. Compulsory schooling in Prussian was introduced in 1794, however, it was still poorly enforced. In Prussia girls often attended lower school due to the requirement for a Protestant to have the ability to read the Scriptures. More and more often, they also attended secondary schools with syllabuses not extensively devoted to Latin, but to more practical skills, connected with so-called woman’s work, and to religious education. In Wielkopolska, lower education, private schools for girls and schooling by tutors in convents and midwifery schools increased significantly. Nevertheless, girls did not attend ordinary secondary schools, which retained an emphasis on teaching Latin, or colleges.
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The Subject of Girls’ Education in School Reforms from the National Education Commission to World War II

92%
Dormus K.
Biuletyn Historii Wychowania
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2018
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issue 38
99-115
EN
At the end of the 18th century and during the partitions, the education of young females constituted a separate educational track. At elementary level, young females had access to regular schools. At secondary level, private and monastic schools dominated. The government’s first interference with the education of young females was, perhaps, the attempt by the Commission of National Education to establish a permanent supervision of certain female schools (under legislation from 1775). The laws regarding education in each partition were not commensurate with the growing educational aspirations of women and the general socio-economic conditions. The Russian Partition was characterised by the dual existence of Polish private schools an governmental schools focused on the Russification of young Polish females. In Galicia, the most controversial issue was the creation of female secondary schools, the completion of which would enable a young woman to pursue university studies. Only during the Second Polish Republic did female education achieve equality before the law.
3
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Problematyka edukacji dziewcząt na łamach czasopism kobiecych w latach 1918-1939

82%
Łozowska-Marcinkowska K.
Biuletyn Historii Wychowania
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2008
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issue 24
85-97
EN
The question of girl’s education was broadly discussed in the columns of women’s magazines. For the majority of women’s press editorial boards, there were two key issues which dominated in the articles. The first issue was connected with promotion, among women readers, of awareness that providing education for their daughters became necessary in order to compete with men on the job market. The second issue, in turn, concerned the condition of women’s educational system in Polish territories and the direction of development it should evolve in the face of new challenges posed before women in the Second Polish Republic.
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Wątek kształcenia dziewcząt w reformach szkolnych od czasów Komisji Edukacji Narodowej do II wojny światowej

80%
Dormus K.
Biuletyn Historii Wychowania
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2015
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issue 33
23-40
EN
At the end of the 18th century and during the partitions, the education of young females constituted a separate educational track. At elementary level, young females had access to regular schools. At secondary level, private and monastic schools dominated. The government’s first interference with the education of young females was, perhaps, the attempt by the Commission of National Education to establish the permanent supervision of certain female schools (under legislation from 1775). The laws regarding education in each partition were not commensurate with the growing educational aspirations of women and the general socio-economic conditions. The Russian Partition was characterised by the dual existence of Polish private schools and governmental schools focused on the Russification of young Polish females. In Galicia, the most controversial issue was the creation of female secondary schools, the completion of which would enable a young woman to pursue university studies. Only during the Second Polish Republic did female education achieve equality before the law.
PL
Girls’ education as an element of school reforms from the Commission of National Education up to WWIIAt the end of the 18th century and during the partitions, the education of young females constituted a separate educational track. At elementary level, young females had access to regular schools. At secondary level, private and monastic schools dominated. The government’s first interference with the education of young females was, perhaps, the attempt by the Commission of National Education to establish the permanent supervision of certain female schools (under legislation from 1775). The laws regarding education in each partition were not commensurate with the growing educational aspirations of women and the general socio-economic conditions. The Russian Partition was characterised by the dual existence of Polish private schools and governmental schools focused on the Russification of young Polish females. In Galicia, the most controversial issue was the creation of female secondary schools, the  ompletion of which would enable a young woman to pursue university studies. Only during the Second Polish Republic did female education achieve equality before the law.
5
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Kobieta – matka i obywatelka. Rozważania Cecylii Plater-Zyberkówny w świetle jej dorobku pisarskiego i działalności oświatowej

70%
Walasek S.
Wychowanie w Rodzinie
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2016
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vol. XIV
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issue (2/2016)
41-56
EN
The woman - a mother and citizen. Cecilia Plater-Zyberkówna’s View in the light of her literary work and educational activities Cecylia Plater-Zyberkówna’s (1853– 1920) writing activity and socio-cultural activities focused on education and the education of girls. At this level she showed, in practice as well as in her writing work, the preparation of the girls to perform the responsible roles of: mother, wife and citizen. Political and social events of the second half of the XIXth century, which Cecilia Plater Zyberkówna witnessed, solidified her belief in the need of involvement in solving the so-called women issue. She developed her commitment to broad social activities by working among girls and in the environment of young women. These were organisational initiatives through which she implemented her educational concepts. She included her pedagogical views in numerous theoretical works and in her journalism. In her theoretical considerations she emphasized the role of family and above all mothers who should be the guardians of hearth and home. The most important matter for Plater Zyberkówna was the answer to question: how to educate and prepare the girl to perform responsible roles in adult life? She answered that question in the work „Woman – the hearth and home in the family.” A practical complement to her theoretical indications was the arrangement of the Department of Industry and handicraft for the poor Girls in Warsaw (1883). She delegated the implementation of the curriculum to qualified teaching staff. She personally oversaw the pedagogical issues, because according to her upbringing it was the most important function of the school. She fulfilled this tasks by every day pedagogical talks with students. With time the Department of Industry and Handicraft transformed into a state high school which continued until 1939. The second initiative was the establishment of a female School in Chyliczki Piaseczno (1891) in which, as in the Warsaw School, she implemented her plans for the revival of society through the education of women. She also continued her plan of regular talks with the pupils. Some of the talks appeared in the book „The woman as a citizen as a part of the series of talks” (1913). Cecylia Plater-Zyberkówna was also engaged in establishing the nursing home for the poor children, the Warsaw orphanage, the protection of students, thanks to her activities in the Catholic Association of Polish Women, Academy of Women, Association of lady farmers, Society of Friends of Youth and the journal „Prąd”.
PL
Cecylia Plater-Zyberkówna (1853–1920) swoją aktywność pisarską i działalność społeczno-kulturalną skoncentrowała na wychowaniu i kształceniu dziewcząt. Na tej płaszczyźnie eksponowała, zarówno w praktyce, jak i w swojej pracy pisarskiej, przygotowanie dziewcząt do pełnienia odpowiedzialnych ról: matki, żony i obywatelki. Wydarzenia polityczne i społeczne drugiej połowy XIX wieku, których była świadkiem Cecylia Plater-Zyberkówna, utrwaliły jej przekonania o potrzebie włączenia się w rozwiązywanie tzw. kwestii kobiecej. Wcześniejsze zaangażowanie w szeroką aktywność społeczną rozwinęła przez pracę wśród dziewcząt i w środowisku młodych kobiet. Były to inicjatywy organizatorskie, poprzez które realizowała własne koncepcje wychowawcze. Swoje poglądy pedagogiczne zawarła również w licznych pracach teoretycznych i publicystyce. W rozważaniach teoretycznych eksponowała rolę rodziny a przede wszystkim matki, która winna, według niej, pełnić rolę strażniczki domowego ogniska. Kwestią podstawową dla Plater-Zyberkówny staje się odpowiedź na pytanie: jak wychować i przygotować dziewczynę do pełnienia odpowiedzialnych ról w dorosłym życiu? Odpowiedź zawarta jest w jej pracy Kobieta ogniskiem w rodzinie. Praktycznym uzupełnieniem jej teoretycznych wskazań było zorganizowanie Za kładu Przemysłowo-Rękodzielniczego dla niezamożnych dziewcząt w Warszawie (1883). Realizację programu nauczania powierzyła kwalifikowanej kadrze pedagogicznej. Nad sprawami wychowawczymi czuwała osobiście, gdyż, według niej, wychowa nie jest najważniejszą funkcją szkoły. Zadania na tej płaszczyźnie realizowała przez codzienne pogadanki wychowawcze z uczennicami. Z czasem Zakład Przemysłowo- -Rękodzielniczy przekształcił się w szkołę ogólnokształcącą (gimnazjum), które prze trwało do 1939 roku. Drugą inicjatywą organizacyjną było powołanie Szkoły gospodarstwa kobiecego w Chyliczkach pod Piasecznem (1891), w której, podobnie jak w szkole warszawskiej, realizowała swoje plany odrodzenia społeczeństwa przez edukację kobiet. Kontynuowała również też swój zamysł prowadzenia cyklicznych pogadanek z uczennicami, z których część ukazała się w formie książkowej Kobieta obywatelka z cyklu pogadanek (1913). Cecylia Plater-Zyberkówna zaangażowała się również w powołanie Domu opieki nad ubogą dziatwą, warszawskiego domu sierot po robotnikach, ochrony studenckiej. Dzięki jej aktywności powstały: Związek Katolicki Kobiet Polskich, Akademia Kobiet, Stowarzyszenie Ziemianek, Towarzystwo Przyjaciół Młodzieży i czasopismo „Prąd”.
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Storie della buonanotte per bambine ribelli: un caso editoriale “femminista”?

58%
Seveso G.
Italica Wratislaviensia
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2025
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issue 16
105-121
IT
Il presente contributo prende in considerazione le due pubblicazioni Storie della buonanotte per bambine ribelli voll. 1 e 2, che hanno costituito un caso editoriale celebre e hanno innescato un dibattito molto acceso e reazioni discordanti. Lo scopo della riflessione è cercare di comprendere se l’opera possa essere definita un’iniziativa “femminista”, collocandola all’interno di una cornice più ampia che la connette con tipologie narrative già presenti nella storia della cultura occidentale. A questo fine, il contributo ripercorre la storia dei cataloghi delle donne per ricavare alcune domande di senso che consentano di analizzare le Storie della buonanotte per bambine ribelli. Tali cataloghi hanno origini molto lontane che si collocano nell’antichità, con finalità e fruitori molto differenti, fino all’opera di Christine de Pizan che propone un’inedita soggettività femminile attraverso la riscrittura e la decostruzione di questa tradizione. Questo genere letterario, però, non necessariamente è indice dell’affermazione di modelli emancipatori, ma piuttosto la carica emancipatoria è correlata ad altri elementi (l’autore/autrice, il pubblico cui è rivolto, la finalità, la struttura). Le Storie della buonanotte riprendono questo modello in un periodo storico in cui il genere biografico narrativo è particolarmente vitale nella letteratura per ragazzi/e ed è utilizzato anche come dispositivo educativo in percorsi formativi di decostruzione degli stereotipi di genere. Nel caso delle Storie della buonanotte si assiste a un’operazione che vede coinvolte donne in differenti livelli, ruoli e dimensioni e che si propone come rivoluzionaria nei contenuti, nel paratesto, nella diffusione editoriale: il contributo analizzerà questi aspetti alla luce delle domande di senso che rilevano dalla storia dei cataloghi femminili.
EN
This article analyses volumes 1 and 2 of Good Night Stories for Rebel Girls, which represent a famous publishing case and have sparked a heated debate and discordant reactions. My aim is to understand whether this project can be defined as a ‘feminist’ initiative, placing it within a broader framework of narrative typologies historically recognized in Western culture. To this purpose, I retrace the history of catalogues of women to pose some relevant questions that drive the analysis of Good Night Stories for Rebel Girls. Dating back to antiquity, these catalogues had very different purposes and users, culminating in the work of Christine de Pizan (1364 –1430), who proposed a new female subjectivity through the rewriting and deconstruction of the ‘dispute-of-women’ tradition. In and of itself this literary genre does not affirm emancipatory models; rather, the emancipatory charge is correlated with other elements (the target audience, the purpose, and the structure). Good Night Stories for Rebel Girls takes up this model in a time in which the biographical narrative genre has become central to children’s literature and is used as an educational device to deconstruct gender stereotypes. Good Night Stories, a project that has involved women at different levels and in different roles, is revolutionary in its content, images, and dissemination. I analyse all these aspects in the light of the meaningful questions that emerge from the history of catalogues of women.
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Przyczynek do dziejów oświaty dla dziewcząt w dziewiętnastowiecznym Poznaniu

58%
Kabacińska-Łuczak K.
Historia Slavorum Occidentis
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2026
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issue 1(48)
92-111
EN
The issue of girls’ boarding schools in nineteenth-century Poznań, covered in this article, has not been a subject of a comprehensive study and has many undefined places. One of them is the taking over of the boarding house by successive superiors, which was a frequent way of continuing the activities of girls’ colleges and took place in many Poznań institutions. The aim of this article is to present the three superiors: Maria Moldenhauer, Bronisława von Zagrodzka and Antonina Estkowska and their educational activities carried out in Poznań between 1828 and 1905. All of them, running the school taken over from their predecessor, brought up and educated girls to become virtuous and good citizens. Their schools enjoyed considerable popularity among Poznań and Greater Poland families, both landowning and bourgeois.
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The Issue of Girls’ Education in Warsaw Ideological Magazines for Women (1907–1918)

47%
Krakowiak M.
Nauki o Wychowaniu. Studia Interdyscyplinarne
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2020
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vol. 11
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issue 2
49-65
PL
Celem artykułu jest zaprezentowanie problematyki edukacji dziewcząt w warszawskich czasopismach ideowych. W niniejszym tekście przeanalizowano: „Ster” (1907–1914), „Przebudzenie” (1909–1912), „Ziemiankę” I i II (1908–1918; 1910–1918), „Pracownicę Polską” – „Pracownicę Katolicką” (1907–1918). Artykuł jest próbą odpowiedzi na pytania: Jakie zagadnienia związane z edukacją dziewcząt podnoszono w wybranych periodykach? Jak je opisywano? Jaką funkcję pełniły te wypowiedzi prasowe? Analiza ma charakter jakościowy, zastosowano metody badań historyczno-pedagogicznych i prasoznawczych. Wskazano i omówiono główne zagadnienia edukacji dziewcząt publikowane w warszawskiej prasie kobiecej do zakończenia Wielkiej Wojny. Omawiane periodyki reprezentowały różne opcje światopoglądowe. Zaprezentowano je w kolejności od konserwatywnych po najbardziej postępowe.
EN
The aim of the article is to present the issue of girls’ education in Warsaw ideological magazines. The press titles selected for analysis were “Ster” (1907–1914), “Przebudzenie” (1909–1912), “Ziemianka” I and II (1908–1918; 1910–1918), and “Pracownica Polska” – “Pracownica Katolicka” (1907–1918). The article attempts to answer the questions: What issues related to the education of girls were raised in individual women’s periodicals? How were these topics described? What function did the press publications have? The analysis was qualitative. In this text, historical-pedagogical and press research methods were used. The article indicates and discusses the main issues of girls’ education published in selected women’s periodicals until the end of the First World War. The women’s publications represented various ideological positions. They are presented in order from most conservative to most progressive.
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The Important Role of Women’s Associations in the Path Towards Women’s Education in Bohemia

47%
Zormanova L.
Lubelski Rocznik Pedagogiczny
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2022
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vol. 41
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issue 2
179-194
PL
Wprowadzenie: Artykuł przedstawia rozwój poglądów na edukację dziewcząt w Czechach od jej skromnych początków, sięgających połowy XIX wieku, po umożliwienie studiów uniwersyteckich dla kobiet. Cel badań: Celem opracowania jest pokazanie znaczenia stowarzyszeń kobiecych dla rozwoju edukacji kobiet w Czechach. Postawiony cel badawczy został osiągnięty. W ramach osiągnięcia celu badawczego zostały postawione poniższe pytania badawcze. Główne pytanie badawcze sformułowano w następujący sposób: Jak zmieniła się edukacja kobiet organizowana przez stowarzyszenia kobiece od XIX do pierwszej dekady XX wieku? Z głównego pytania badawczego wynikają następujące szczegółowe pytania badawcze: Jakie cele starały się osiągnąć poszczególne stowarzyszenia kobiecie? Jaki był program nauczania w szkołach organizowanych przez poszczególne stowarzyszenia kobiece? Dla jakich warstw społecznych były przeznaczone szkoły organizowane przez poszczególne stowarzyszenia kobiece? Metoda badań: Aby uzyskać odpowiedzi na te pytania, porównano konkretne stowarzyszenia kobiece, które w drugiej połowie XIX wieku i pierwszej dekadzie XX wieku koncentrowały się na edukacji kobiet w Czechach. Przeprowadzono badanie historyczno-pedagogiczne, w ramach którego zastosowano metodę analizy treści dokumentów. Wykorzystano materiały normatywne, dokumenty archiwalne i artykuły naukowe. Wyniki: Stowarzyszenia kobiece zadawały sobie różne cele: wspieranie dziewcząt i kobiet, aby mogły jak najlepiej odgrywać tradycyjne role żon i matek, wspieranie dziewcząt z ubogich rodzin i z klasy średniej w uzyskaniu lepszej pozycji na rynku pracy, przygotowywanie ich do studiów uniwersyteckich. Wnioski: Stowarzyszenia kobiece odegrały znaczącą rolę w ruchu feministycznym. Dzięki wytrwałej pracy owych stowarzyszeń kobiety mogą dziś studiować różne kierunki i widzimy je również w zawodach niestereotypowych płciowo.
EN
Introduction: The article follows the development of views on girls’ education in the Bohemian lands from its humble beginnings dating back to the middle of the 19th century to allowing university studies for women. Research Aim: The aim of the study is to present the importance of women’s associations for the development of women’s education in the Bohemian lands. The research question was formulated as follows: How has the education of women within women’s associations changed during the 19th century to the first decade of the 20th century? Which goals did the individual associations want to achieve with their activities? What was the curriculum of the schools formed by individual associations? Which target groups did the individual associations focus on? To get these questions answered, we compared women’s associations which in the second half of the 19th century and the first decade of the 20th century focused on women’s education in the Bohemian lands. Method: The study is carried out using historical-pedagogical research, the method of content analysis of documents was used. Normative materials, archival documents and scientific articles were used. Results: The women’s associations pursued various goals: supporting girls and women to be able to play their traditional female roles of wives and mothers as best as they can, helping poor girls and middle-class girls to better position themselves in the labour market, preparing girls for university studies. Conclusions: Women’s associations played a significant role in the feminist movement. In consequence of the indomitable work of these associations, women are now educated in various fields, and we can see them in non-stereotypical professions.
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