Marcin Drewicz: Canon of School Reading Part 2

Marcin Drewicz: CANON OF TRAINING LESSONS, Part 2: WHAT IS THE LEACHING ?

The number of school readings and the time to discuss them is 1 thing. But all these readings, their list – the latter. There is simply a lot to talk about, and this is not the place for further improvement of this issue. Why are you reading these... and not others? To answer this question fully, you would request to have them all read (with understanding). Is there a brave man who did this? Yes, we've always read something our full life, but what we wanted, so titles mostly outside the school list. But on the list... we're looking at her now, too.

Some of them reached out without even knowing that they were on the school list due to the fact that they were not connected with the school cycle at all. However, many of the phase pieces were erstwhile seen in theatre (in a live theatre, “in real life”), but besides from tv (TV Theatre), or from radio, for both media featured literary broadcasts, including poetic ones. Today, especially the young recipient of specified media and theatre presentations, tiny ones have a chance to come across. And if anything, it's frequently for any gross alterations that the first authors themselves wouldn't know. It's our time!

For the purposes of this publication, we originally intended to do a "great work", that is to draw up as clear a tablelist as possible of all school readings occurring in post-war lists, so from Stalinism (including this content of the book), or "only" from that "solidarity" in 1992, indicating ministerial listings (their yearly dates) in which the author and the title in question occurs and those in which he does not appear.

I to what degree it occurs – in whole/‘in fragments’ (formerly referred to as ‘descriptions’), in the Primary/Medium School Collection, including ‘primary’/‘extended’, in the ‘obligatory’/ ‘complementary’/ ‘completion’.

But we didn't do it. However, specified – the verse behind the verse – the presentation of the issue gives a certain concept about writers and about their work, as well as about subsequent ministerial "teams" which the given track introduced to the school list, and it was it that drove him distant from there. And... authors and their works, who/who have not been entered into any inventory, although they deserve it by all means.

The current Ministry (2024) seems to have discarded any of the school readings in the census drawn up by the predecessors, and has added their own readings.

We, too, look not at the list of school readings, especially in the year 2024, but besides in the year 2021, feel the desire to cut something out of it and paste something into it. What's that? About that, more broadly, not here. However, he tempts, official, government (!) after all, the addition to this set of "complementary lessons" that they can besides be taken in school classes "other literary works chosen by the teacher" (2021) and even that "beyond this list, chosen by the teacher or proposed by the students" (2024).

Well, well... today's students are not to be relied on. In a way, it's besides bad. It's a pity so much “by all”, especially by the “smartphone” of the deceived young generation.

Why don't we skip the mystery? And so we would throw out songs in which the non-Roman Catholic and/or non-civilization Latin and/or non-Polish (do not confuse with good travel and/or adventure literature, erstwhile the action of the work takes place in exotic surroundings, or with good moral literature from another cultures, specified as the Anglo-Saxon one).

So we would throw out of the school census, among another things, this banner (!) for the school of PRL and post-PRL (this is with the top eighty years of indoctrination) "Pre-Spring" Stefan Żeromski; but the selected another works of this author can, ultimately, be preserved.

This place should be introduced to this “anti-Pre-Spring” or “This summer. The cover-up past of Poles” Sławomir N. Goworzycki (since the present MEN reaches for authors from the 21st century!). At the same time, we request to introduce these immortal (!) "Soldiers' Legends" by Ewa Szelburg-Zarembina to the list of readings for the Primary School. And another expressive changes in the inventory should be made...

So bring back to the census for the Primary School absent authors and authors from the 1992 census today, and at the same time introduce these prewar authors at least after the war never mentioned in the census. Besides, in view of shortening the time of survey at the simple School and extension at the mediate School in reading lists for both types Schools will be regrouped again; but between reading lists for the Polish Language and for another school subjects there will besides be (and more).

The rank should be given to the superb and how in our present times (!!!) “Placowice” by Bolesław Prusa, provided that – which applies to everyone without exception to literary works – discussed in full, as the author wrote it, alternatively than selectively (as practiced in the PRL and, unfortunately, does so still). 1 more time: the students were to read the full "Placzówka", but the teacher in the class omitted any of the crucial themes of the novel, due to the fact that in the textbook discussion they were besides omitted. Many school readings were treated so in the times of the Polish People's Republic, but in later times also.

The schools should besides be read, included in the list of readings, among another things – and we throw just a fistful here, due to the fact that there is besides a “Soldier service” of Fr Piotr Skarga, “Regula” and/or “Recollections” of St. Ignacy Loyola, Fathers and Doctors of the Church, sermons of Bishop Józef Zawitkowski, poesy of Fr Jan Twardowski (these were somewhere in the list rewinded), works by Eugeniusz Małoczewski (n.p. “Baśka Murmańska”), Cornel Makuszinski (those in the lists were there), Maria Rodzewiczówny, Józef Weyssenhoff, and singing “The song about the fresh Poland” (W („ ...) by Jan Krzysztof Kelus.

In general, singing is the domain of another school subject called Music. And singing church songs goes to an area of another subject called Roman Catholic Religion. So Polish conventional songs for all periods of the Church Year (Latin also) with Polish carols at the head. But we besides have, to say the same, inter-subject singing (sic!) as those in various editions of Jasełka, so besides “Betlejem Polish” by Lucian Rydel, but besides “The Game of Passion and Resurrection” and a number of others...

Intersubject transfers of school readings in the context of the fresh (new-old!) school strategy proposed by us? As long as we remember the content published in 2018 "The basis of the programming catechesis of the Catholic Church in Poland", there are no school readings (!) mentioned, but possibly fragments of Scripture.

However, the above mentioned writings of the Fathers and Doctors of the Church (decently selected “descriptions”), including the texts mentioned in the Book of Readings of St. Augustine, Thomas, besides St. Ignatius and others, are more appropriate to discuss them deeper and more in the lessons of the Roman Catholic Religion; as well as the Bible itself. Yes, in specified a case, in the lessons of the Polish Language, coupled with the Universal Literature, a general, orderly-systematizing outline would be given, for this group of literary works, as well as for any other, including the Fathers and Doctors of the Church, with any samples of texts, of course.

The point is that the content and texts given in the course of teaching 2 different subjects (Polish language and past too) are not straight duplicated (because it is simply a waste of time), but that they are 1 development-continuation for others. Yes, “repetitio mater studiorum est” (lac. repetition is the parent of learning), but for this we are especially devoted the last year of survey – the elder class.

On akin terms, the Polish language would besides share its readings and discussions with the subject of the Propedeutics of doctrine (but not in Technician, for which we do not foresee this subject – time!), but besides with the abroad languages; and samples of literature created in these languages would be learned in Polish, after all, in translations into Polish, and another samples in a given language of the first in classes of this language (it is done and done elsewhere).

We besides request that in abroad languages classes, but in the cognition of the teacher of the Roman Catholic religion (catechets), basic Catholic prayers be taught in abroad languages. In the end, the proficient catechist can teach it, in 1 or more languages, especially in Latin.

And so on, there's more. The school reading list besides lists “recommended (proposed) theatrical and movie works”. U-hu-huuu... Why are these and others not? – the question comes back. If we had them all watched... But we do not have, nor do all the “school lessons” read.

Like this. “The Promised Land” by Andrzej Wajda - We were watching this one. Alisci This movie has half nothing to do with the literary first by Władysław St. Reymonta under the same title – we read this 1 once, so we have a comparison. In order to be honest with young people, this movie should be removed from the list of school readings and introduced to it, due to the fact that otherwise, the literary first Reymontowski – how instructive, just in time for our "capitalistic-pluralistic-ecumenical" times! respective another positions from the ministerial micro-list of films could besides be removed without resistance.

The screening of literature, the evil one, the mean one, and the good one, is simply a separate subject that we no longer make here. A single movie by nature of things must be any summary of a literary original; but the series is not necessarily anymore, due to the fact that it lasts (time! time!). No, but to push and/or change dialogues and monologues, as was done in the movie "The Flood" (not present in the list discussed here).

What are we...? In the first instinct, we noticed in this ministerial list the deficiency of works by Krzysztof Zanussi, whose movie art and scriptwriter art we highly appreciate. And the deficiency – but in the conditions of Poland the 20th and 21st centuries already understood – of Spanish films (the alleged Frankist films) from the mediate of the 20th century, which inactive did not happen to the Polish language version – neither Polish talker nor even Polish subtitles, despite the availability of these wonderful works on the Internet.

We are reasoning especially of specified epic images as “In Alkazar nothing new” (Italian-Spanish), “Sanctuary will not give up” or “Rasa”. O, how “Polish” (sic!) – he wants to shout. But already 4th – counting from the creation of these and many another valuable films – the generation of Poles is unknown at all. How much longer?

Polish? But at the same time, and despite everything, but different from Polish. How breathtaking it would be for at least this more thoughtful part of the Polish household and youth to follow the similarities and differences between the Polish-own-ethos tradition and the ethos of another, akin and different people.

And how many times have Molnar's “Boys of the Square of Arms” been screened? How many screenings of Hungarian alone? Why did any introduce adult characters to these films, who are barely present in the novel? If the screenings, which 1 of them is Don Quixote? And so on...

The documentary and feature documentary is attributable to school subjects another than the Polish Language, not only those mentioned in this publication. This brings us to head the work of Grzegorz Braun, but besides others, especially earlier from the creators, of course. Who knows whether in the future besides recordings of any parliamentary, rallying, judicial (sic!) or another “youtube” speeches of this author will not be included in the school set at least “complementary”.

In the “Polak” Ministerial Book of Readings we besides have a list of book publications on various aspects of culture, including in peculiar literature, called “texts recommended for self-education” (2021) or “proposed for self-education” (2024). Apologize to P.T. Readers, but we will no longer make this comprehensive subject here. Not all at once.

There is another thought in writing here. What order is it to teach this Pole in the mediate School proposed by us erstwhile it starts with 14-year-olds or even with 13-year-olds "smartphones"? The times have changed, which, unlike it happened a fewer generations ago – readable, and especially erstwhile the childhood and/or early-day perception of earlier literature (before the 19th century), or the 1 translated especially from Latin and from another languages (n.g. "Don Quixote"), or the 1 in the old Polish original, requires a prior knowing of the newer literature.

Why? So that this old (as well as this newer) as best as possible to the young reader today. Is reading preparation from Primary School capable of serving this purpose?

If there were problems with it, in at least the first, most likely besides in the second class of the mediate School, you could read from all periods, and not necessarily in chronological order (sic!). Risky? Not necessarily. To return to the chronology and to “stabilize” each era in the past of literature, there will besides be time in the school strategy proposed by us.

After all, each of us, completely privately and for his own love, reaches for books of various authors, alternately, erstwhile newer and completely newer ones, another time those belonging to distant eras.

And we look at this (MEN 2021), which would have been a challenge to those 13-year-olds, among another things: “The Book of Job”, “The Song of Songs”, “Iliad”, “Odyssey”, “Eneida”, Dante “Divine Comedy”, Aristotle “Poetics” with “Retory”, Plato “State”, or Thomas “Theological Summa”... Great! There's more in the reading list... Alis, not burdened with distortion of the Revolution of the 20th and 21st centuries, our great-grandfathers anticipated this and much more in any age of life.

Today, according to our thought for a school strategy for Poland, i.e. in the conditions of any practice of home teaching (exterior), at the same time comparatively with school teaching, students of the age suitable for the barely first classes of the Primary School could research these points of Tomaszowa "Summa" or the secrets of Platoński "State", who is fit and willing. Why not?

But as for the general, or majority of today's student population, even these today's “old men” first graders of the 15-year-olds sometimes request to do so any more modern literary “walkover”. We repeat – for this very purpose, that that fundamental literature for our Latin civilization should not be missed "turned off" in the first "adaptative" semester of discipline in general at the mediate School, but to give students the chance to taste it... a small later, erstwhile circumstances urge it. For the different ripen at different times, yet they ripen.

However, today's counter-culture straight blocks puberty, and as a consequence we meet more and more young men of up to sixty and seventy years old, that we will not mention younger ones. This, however, is simply a separate issue, not on these considerations.

May the teacher himself, having already learned the next class-cluster to teach, have the chance to choice the order of discussion of individual... read groups, in the system, let's call it, "a nest" or "an island". With these readings we have spent a fewer to a twelve lessons, so we decision to other, not necessarily neighbouring ones about chronology. At the latest in the senior-review class, the thing will be organized systematically – that's what this class is for. It's just a practical-didactic thought – a proposal. Like everything we compose about here – for the future Polish School!

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