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72 AL 002 229

Dabrowski, Kazimierz, Ed.; Golanska, Bronislawa, Ed.Selected Bibliography of Polish EducationalMaterials. Vol. 8, No. 3, 1969.Office of Education (DHEW) , Washington, D. C,. Bureauof Research.TT-69-50-000-3BR-7-12756947p.Stechert-Hafner, Inc., 31 East 10th Street, NewYork, N.Y., 10003; FAM Book Service, 69 FifthAvenue, Suite 8P, New York, N.Y. 10003

EDPS Price MF-0.25 HC-$2.45Adult Education, *Annotated Bibliographies,*Education, Elementary Schools, Higher Education,High Schools, *Instructional Materials, Laws,Legislation, *Polish, Preschool Education, SocialSciences, Special Education, Teacher Education

The bulk of the polish educational materials listedin this annotated bibliography was published between February 1 andApril 30, 1969. The 90 entries are listed under the followingcategories: (1) History of Education; (2) Laws and Legislation; (3)General Information on Education; (4) Social and EducationalSciences; (5) The Teacher's Profession; (6) Schools andInstitutions--Preschool, Primary, Secondary, Vocational, Higher,Adult, and Special; and (7) Miscellaneous. An index of authors and alisting of Polish Publishing houses completes this volume. All titlesappear in Polish and English; annotations appear in English only. (DO)

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LU.S. DEPARTMENT OF HEALTH, EDUCATION 8 WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

6

Chief Editor:

Kazimierz Dabroski

Assistant Editor:

Bronislawa Golaska

Compiled for the Office of Education, U.S. Department of Health,Education and Welfare, Washington, D.C.

Printed in Poland

L

SELECTED BIBLIOGRAPHY OF POLISH EDUCATIONAL TIATERIALS744.

Vol. 8 1969 No. 37%1'

CONTENTS

History of Education 3

Laws and Legislation 4

General Information on Education 5

Social and Educational Sciences 6

The Teacher's Profession 20

Schools and Institutions (by type or level) 22

Preschool 22

Primary 24

Secondary 28

Vocational 29

Higher 34

Adult 36

Special 38

Miscellaneous 41

Index of Authors 44

The bulk of the materials listed in the present issue

was published in the period of time from February 1st

to April 30th, 1969.

HISTORY OF EDUCATION

201. BARCIK, ANNA. Historyczny szkic dzia/alnoeci spo-xeczno- oswiatowej naucz cieli w Polsce.(Histori-ca ketch on the Social and Educational Activ-ity of Teachers in Poland).Chowanna. XIII (XXIV)1969 No. i pp. 62-73.

Social and cultural activity of Polish tea-chers has a long tradition and can be tracedback to the period of the Renaissance(AndrzejFrycz Modrzewski). The character of this ac-tivity was to a large extend determined bythe political and social situation of thegiven period, and thus the Committee of Na-tional Education in the 18th century wasa part of an extensive reform program, theactivity of teachers during the partition ofPoland was strictly connected with the pro-gram of national liberation. In the between-the-wars period teachers fought for the po-pularization of mass education especially inthe rural districts, during World War IIparticipated in the underground movementcontinuing educational work forbidden by theNazi occupants. After the war they activelytook part in the rebuilding of the country.

202. Ogwiata i w chowanie w Polsce LudowejR. (Schools andEducation in therialifiMple's epublic).Edit-ed by Wincenty Okon. Warszawa, Paristwowe ZakladyWydawnictw Szkolnych, 1968. 343 pp.

The book is a collective publication includ-ing dissertations on various aspects of thedevelopment of schools and education in Po-land, written by respective specialists inthe subjects. The first two articles by Kur-dybacha and Woloszyn are historical sketcheson the development of education in Poland inthe 18th and 19th centuries,and during thebetween-the-wars period. The rest of the ar-ticles deal with various aspects of educa-tion in the post-war Poland, such as deve-lopment by pedagogical sciences (by Okori)adult education (Wojciechowsk1) school text-books (Parnowski), child's care (Kelm), tea-chers' training (Wojtyfiski), school network(Pokora).

4 Laws and Legislation

203. WIECZOREK,TADEUSZ. Zlosys dziej6w szkolnictwa rol-niczego w Polsce do 1939 r. (History of Agricul-tural Education in Poland before 1939). Warsza-wa, Paristwowe Wydawnictwa Szkolnictwa Zawodowe-go, 1968. 442 pp.

Contents:1. Introduction.2. First schools of agricultural training in

Poland.3. Advanced schools of agriculture in the

Polish Kingdom.4. Lower schools of agriculture organized

and conducted by the landed gentry in thePolish Kingdom,

5. Popular schools of agriculture.6. Agricultural education in Galicia.7. Agricultural education in the part of Po-

land occupied by Prussia.8. Lower schools of agriculture in the be-

tween - the - wars period.9. Secondary schools of agriculture in the

between - the - wars period.10. Advanced schools of agriculture in the

between - the - wars period.11. Bibliography.

LAWS AND LEGISLATION

204. Zarmidzenie Ministra Zdrowia 1 Opieki Spolecznejz dnia 30 rudnia i968 r. w s rawie studiow dok-oranckich w akademiach medycznych oraz instytu-tach naukowo-badawczych resortu zdrowia i opiekispotecznej. (Ordinance Issued by Minister ofHealth and Public Welfare, December 30, 1968,concerning Doctoral Studies in Medical Academiesand Research Institutes Supervised by the Minis-try of Health and Public Welfare).Dziennik Urz(1-dowy Ministerstwa Zdrowia i Opieki Spotecznej.1969 No.2. Item 5.

The ordinance determines program durationand organization of doctoral studies in allscientific institutions supervised by the Mi-nistry of Health and Public Welfare. A listof these institutions and doctoral speciali-zations is included.

205. Instrukcja Nr 2/69 Ministra Ztrowia i Opieki Spo-lecznej z dnia 15 stycznia 1969 r. w s rawierakt k god omow oh lekarz (Instruction No

ssue y Minister of Health and PublicWelfare, January 15, 1969, concerning Post-Gra-

General Information on Education

duate Practice Training of Physicians). Dzien-nik Urzgdowy Ministerstwa Zdrowia i Opieki Spo-lecznej. 1969 No. 4 Item 13.

Before beginning independent career youngphysicians have to complete post-graduatepractice training as general practitioners(two years) or in chosen specializations(three years). The practice training is or-ganized in hospitals, sanitary and epidemeo-logical centers, rural health centers, me-dical academies (research and clinical sec-tions). The training is supervised by expe-rienced specialists or practioners.

See also: 284.

GENERAL INFORMATION ON EDUCATION

206. Spotkanie kierownictwa Partii z pracownikami nauki.,Meeting of the Party Authorities with Scien-tists). Nauka Polska. XVI 1968 No. 6(78) pp.123-143.

A report on the meeting of the highest Partyauthorities with 130 scientists organized inSeptember, 1968. The speech delived by An-drzej Werblan,the chairman of the Departmentof Science and Education in the Central Com-mittee of the Party, concerned three groupsof problems:1. the present situation in the social scien-

ces,2. educational work in universities and or-

ganizational and structural changes there,3. development and organization of scien-

tific research works in Poland.The discussion was summed up by the FirstSecretary of the Party, Wladyslaw Gomulka,who underlined the role of the Party in theorganization of science and education in Po-land.

207. STARKIEWICZ, WANDA. 0 konieczn ch warunkach tera iiwychowawczej w Cen rum rowia Dziecka. Neces-sary ConditConditions for the Educational -Therapy inthe Center of Child's Health). Nowa Szkola. 1969No. 1 pp. 20-23.

The Center of Child's Health is being builtfrom social funds under the government aus-pices as a complex of hospitals, sanatoria

it

6 Social and Educational Sciences

and re-educating institutions for ill; in-valid and handicapped children. The author,on the basis of her long experience of me-dical work in sanatoria for children, pre-sents an extensive program of educationaland therapeutic works to be organized there.She discusses such problems as the equipmentand arrangement of rooms (bedrooms, school-rooms, playing grounds), program of artisticeducation, vocational training, entertain-ment, etc. The educational work in the cen-ter should aim not only at "killing thetime", but also, or mainly at compensatingill children's frustration and inferioritycomplexes, by providing them possibilitiesof distinguishing themselves.

See also: 202, ,273, 274.

SOCIAL AND EDUCATIONAL SClEpiCES

208. BAZYLKO, SLAWOMIR. Wprowadzenie do fonetyki korek-tywne'. (Introduction to Corrective Phoneticsczyki Obce w Szkole. XIII 1969 No. 1(63) pp.

21 -31.

The modern method of foreign languages teach-ing is based on spoken language; hence theimportance of forming correct pronunciationof pupils. To achieve that the teacher him-self must know phonetics of the languagetaught and methods of correcting pronuncia-tion. The author discusses basic problemspertaining to the subject, such as:1. elemental notions'of phonetics and relat-

ed sciences,2. corrective phonetics,3. applied corrective phvnetics,4. classes in phoneticu in the process of

a foreign language teaching (various le-vels of teaching) . .

Bibliography of reference books on the sub-ject is included.

209. BIEDRZYCKI, LESZEK. 0 ujednolicenie i Integra°transkrypcji fonetycznej jezyka angles egow Polsce.(Integration of the Phonetic Transcrip-tion of the English Language in Poland). JczykiObce w Szkole. XIII 1969 No. 1(63) pp. 11-20.

Practical value and importance of unifiedand integrated phonetic transcription inforeign languages system are of course self-evident. So far as English is concerned thesituation in Poland is at present absolutely

Social an Educational Sciences

chaotic (various systems being adopted). Theauthor proposes to base the phonetic trans-cription of English on the following prin-ciples:1. the symbols used should be varied, the

IPA alphabet being recommended;2. the system should be comparatively easy

both for the teacher and the pupil - pho-nemic being the obvious choice (two va-riants of one phoneme being admissable);

3. the system should be comparable to otherlanguages used in the country;

4. integration should cover the whole nota-tion of the language (phonemes, rhythm,intonation).

210. BIELIISKA-KWAgNIK, LUCYNA. Czlowiek w teorii ErichaFromma., [R.E.] (Man in Erich Fromm's Theory).Kwartalnik Pedagogiczny. XIII 1968 No. 4(50) pp.59-75.

As psychiatrist, analyst and sociologist,Erich Fromm went far beyond the framework ofFreudian psychoanalysis. Rejecting the bio-logical basis of this theory, Fromm triesto give an answer to the most, essential ques-tions confronting modern man and concerninglove, understanding and creativity. He ana-lyses two aspects of man: one concerning thebare unchanging essentialsothe other result-ing from a concrete social and economicreality. The satisfaction of various humanneeds (need for belonging, need for trans-cending one's ego in creativity, need foridentification, need for intellectual orien-tation) is a determining factor of mentalhealth and balance of a modern man in har-mony with himself and his surrounding. Healso shows the destructive pressure of so-ciety on the individual though permittinga future appearance of certain constructivepowers exercising a positive influence onman. The historical approach to personalityplainly shows Fromm's leaning towards theMarxist theory reflected mainly in his ana-lysis of modern capitalism and presentationof the individual eWangled in the mechanismthat governs him.

211. CZAPOW, GABRIELA and CZAPOW, CZESLAW. Psychodrama.(Psychodrama). Warszawa, Pafistwowe WydawnictwoNaukowel 1969.

Psychodrama, introduced to psychology andeducation by Jacob Levy Morons, is a oon-


sciously inspired and directed dramatizationof psychic states or situations. It can beused either to form desirable functions orto discover feelings and motivation of ment-al cases.Psychodrama deals with individuals,sociodrama - with social groups.Participantsof psychodrama play roles assigned by thedirector (psychologist and educator); therole is either retrospective (enacting the"actor's" past) or prospecting (imaginingthe future).Both psycho- and sociodramas areused in the vocational training processes(the so-called "active methods"). The PolishCenter for Neurosis Curing (founded in 1956)uses psychodrama as a therapeutic method.

212. DEPTA:, HENRYK. Rola sztuki w wychowaniu patriotycz-nym. (The Role of Art in Patriotic Education).Plastyka w Szkole. IX 1969 No. i(7) pp. 1-8.

Patriotic education cannot be realized sole-ly during citizenship education classes; itcannot be limited to providing informationbut must aim at developing certain desirableattitudes. The second task is more difficultfor it must appeal not only to intellect butalso to emotions and imagination. Hence therole of national art in patriotic education.Particularly important are architectural mo-numents connected with Polish history, hi-storical paintings as well as genre andlandscape painting, folkloric art. Discus-sions on the role of Polish art in the Euro-pean culture are also recommended. Specialeducational films on art can also play animportant role in the patriotic educationprogram.

213. GERLOWSKI, HENRYK. W x w ewiadome o oddzial aniana ksztaltowanie cech motorycznych. ConsciousFormation of Motoric Skills). Wychowanie Fizycz-ne i Higiena Szkolna. XVI 1968 No. 8 (138) pp.15-19.

The author presents the results of his expe-riment aiming at the development of motoricskills of high school students with neglect-ed physical development. The assumption ofthe experiment was that conscious activitycan prompt physical development. He distin-guishe's following factors in this activity:self-control on part of the teacher andstudents, individual approach, appropriatechoice of forms and methods of work, secur-ing the participation of active students,


cooperation with parents and school phy-sicians. The experiment proved entirely suc-cessful.

214. JACZEWSKI, ANDRZEJ. Higiena szkolna. (School Hy-giene) Warszawa, Paristwowe Zaklady WydawnictwSzkolnych, 1968. 184 pp.

School hygiene is a cross section of medi-cine, psychology and pedagogy. The book con-sists of introduction to school hygiene, de-velopment of school age, children deviationsfrom the norm and their'impact on child'sdevelopment, hygiene of teaching and educa-tion,hygiene of school facilities and equip-ment, organization of health care in school,and hygiene of the teacher's profession. Thebook devised as a textbook for students ofteachers' colleges can also be a valuableguide for practising teachers..

215. KONOPNICKI, JAN and ZIEMBA,MARIAN. Badania (testy)slownikowe i ich zastosowanie. (Vocabulary Testsand Their Practical Application). Wroclaw, Osso-lineum, 1968. 192 pp.

The book consists of two parts. The first,written by Professor J. Konopnicki containsan analysis of the role and structure of vo-cabulary tests, and a report of its firstapplication on the mass scale. The develop-ment of child's vocabulary manifests his ge-neral mental development, as well as theefficiency of school work; while investigat-ing child's vocabulary the teacher discoversthe child's character and intelligence.A complete set of vocabulary tests for gra-des 3 to 7 of primary schools is included inthe first part of the book. The second part,written by M. Ziemba, sums up results of em-pirical research based on the application ofvocabulary tests thus illustrating variouspossibilities of their usage and analysis.The book is based on a collective experimentcarried out by a team of teachers directedby the authors of the book.

216. KOTLOWSKI, KAROL. 0 pedagogicznym ksztalceniu ro-dzicciw. (Pedagogical Education for Parents).Warszawa,Paristwowe Zakiady Wydawnictw Szkolnych,1968. 166 pp.

In spite of its title, the book is addressednot to parents,but to teachers. The author'saim is to show methods of organizing andprogramming pedagogical training for parents.


Theoretical information on psychology andpedagogy is provided, but only in the extendnecessary for practical purpose.

217. KOWALCZYK, WLADYSLAW. Zasady planowania pracy wy-

chowawczej. (Principles of Planning EducationalWork). Szkola Zawodowa. 1969 No.1(300) pp.10-12.

Education as a long range process must beplanned, well-:organized and based on goodprinciples and efficient methods. Educationis realized in the course of theoretical andpractical teaching in school, during extra-

mural activities and social works of pupils.Educational value of the feaohing process isdetermined by the program 1.aterial, pupils'

ability of independent reasoning and teach-ing methods. The program of vocational

schools contains several elements promptingsuccessful educational work. Extramural ac-

tivities of pupils are also of great educa-

tional value and therefore should prepare

young people for various future tasks inprofessional and social lire.

218. KOZIELECKI,JeZEF. Zagadnienia.psychologii myglenia.

(Problems of Psychology of Reasoning). 2nd Re-

vised Edition. Warszawa, Paristwowe WydawnictwoNaukowe, 1968. 323 pp.

The author aims at systemization of various

theories of reasonii,g and thinking on thebasis of the theory of actions,ciberneticsand mathematical psychology. He presentsvarious methods of investigating the func-

tions of thinking and reasoning with a spe-

cial emphasis put on the method of con-

structing mathematic models and computers

fed by special programs simulating humanfunctions of thinking. The book can be usedboth by scientists and teachers who may find

there some material for practical applica-

tion.

219. LEGOWICZ, SAN. Zintegrowane ksztaltowanie osobowog-

ci - problem i zadanie. (Integrated Formation of

Personality). Zycie Szkoly Wytszej. XVII 1969

No. 2 pp. 32-42.

Socialist education should aim at integrat-

ing social-productive, professional and

creative activities of man thus developing

a rounded personality of an individual whorealizes his professional task in the so-

cialist society, being, at the same time,

Social and Educational Sciences11

deeply engaged in political and ideologicalproblems of his country.The young generation

must be prepared for participating in the

life of a socialist system and of the Polish.

nation. Theoretical (sociological, moralist-

ic, pedagogical) bases for this kind of edu-

cational program, are, on the whole, satis-factory,though more should be done in ethics

and normative pedagogy. The problem is of

utmost importance in the modern era, certain

aspects of which prompt the feelings of alie-nation and isolation.

220. LEWANDOWSKI, JAN. 0 potrzebie badan nad nauczaniem

jczyka pcilskiego cudzoziemcow. (How to Teach the

Polish Language to Foreigners?) 2ycie Szkoly

Wytszej. XVII 1969 No. 2 pp. 76-80.

All foreign students studying in Poland,haveto complete one-year course of Polish before

beginning their specialized studies. They

continue learning Polish during their later

studies, yet their knowledge of the language

is often insufficient and proves a severe

handicap in their perusal of studies. It

seems necessary to revise the teaching sys-tem and prepare a scientific basis for the

program material (minimum-vocabulary, sim-

plified grammar essentials). The material

could be used not only at courses of Polish

for foreign students, but also as a method

of teaching Polish as a foreign language.

221. LOBOCKI, MIECZYSLAW. Karnogo uczniow a postawa nau-czyciela. (School Discipline, and Teachers' Atti-

tudes) . Wychowanie. 1968 No. 21(214) pp. 27-29.

School discipline is determined by the tea-

cher's attitude, divided in psychology and

pedagogy into: autocratic, liberal and demo-

cratic. The autocratic attitude assumes ab-solute obedience of pupils, who respect theorder because they are afraid of punishment;the liberal teacher lets his pupils do what-ever they want trusting all their needs in-

terests and inclinations - the obvious re-

sult is naturally utter confusion. The demo-

cratic teacher also trusts pupils but.he

trusts mainly their reason and common sensein understanding certain rules,duties,tasks,etc. He promotes the development of self-go-

vernment thus manifesting his respect forpupils.' This respect is also shown by the

difficulty of tasks assigned ("you can do

it"). The third type is of greatest value,yet not always is it applicable.


222. MAJEWSKI, BENON. Proba klasyfikacji erodkow w nau-czaniu.(Tentative Classification of Teaching Me-U577§zkola Zawodowa. 1969 No.2 (299) pp.31-32.

1 By teaching means the author understands thewhole movable property of the vocationalschool divided into school equipment andteaching aids. The former consists of schoolequipment proper, and pupils' equipment, thelatter is divided into seven groups:1, spatial objects,2. static and dynamic models,3. tools and instruments,4. visual aids,5. auditory aids,6. printed aids,7. programs for teaching machines.

223. MARCZYK,WOJCIECH.Szkola i o6wiata w procesie u rze-myslawiania na tle badan soc olo iczn ch i eda-gogicznych w Polsce. Sociological and Pedagogic--al-Research on Schools and Education in the In-dustrialization Process in Poland). KwartalnikPedagogiczny. XIII 1968 No. 4(50) pp. 99-112.

Education in the industrialization processis an important determinant of the indu-strialization itself,cultural transformationof the environment and of the organizationof the productive process. The first Polishwork on the problem was prepared by a socio-logist, Professor Jan Szczepariski, in 1964.Since that time several research projectshave been organized in the industrializedareas, aiming at determination of inter-dependence between the industrializationprocess and the development of education andculture. Following problems were differen-tiated in the course of the investigations:1. pupils' interests and vocational atti-

tudes,2. leisure time of young people and adults,3. motivation of the choice of school,4. functions and tasks of schools and tea-

chers,5. reading interests and their role,6. further professional careers of schoOl

alumni,7. workers' cultural interests,8. social, cultural and educational trans-

formation of urban and rural environments,9, efficiency of training.

224. MARTON, WALDEMAR. Przydatno66 6wiczefi gramatycznychw 6wietle teorii transformacyjnej i psycholin-fgwistyki. (Language Drills and the Theory of


Transformational Grammar and Psycho-Linguistics).Jgzyki Obce w Szkole. XIII 1969 No. 1(63) pp.1-10.

The author discusses the problem of the im-pact of transformational grammar and psycho-linguistics on the modern theory of foreignlanguages teaching, especially the so-calledpattern practice drill. Objections,put forthby theoreticians and teachers, can be thusformulated:1. transfer of patterns learned in a.class-

room into real language situations isneither easy nor automatic;

2. mechanical acquisition of language pat-terns prevents, or or at least does notprompt, understanding of the lafiguage;

3. pupils, especially the intelligent ones,get easily bored and subsequently dis-couraged.

On the other hand transformational grammarpresents a better theoretical basis for thepattern drill (generative notion of a stringof symbols, transformation of affirmativestatements into interrogative and negative,comprehension of basic.grammatical relationsof the given language). The conclusions seemto be:1. drill cannot be a sole teaching method

applied as a first step in learning basicgrammatic relations and should lead totransposition of learned elements to si-tuations,

2, from the very beginning of teaching drillsshould be consciously combined witha grammatical analysis of the given pat-tern,

3. even the first phase of a drill exerciseshould be set in a concrete situation,

4. warning should be given to pupils thatthough the exercise can hardly be calledattractive - it is nonetheless necessary.

225. MILLER, ROMANA. Mierzenie wynikow wychowania. cMea-suring Educational Results).Problemy Opiekunczo--Wychowawcze. 1969 No. 1(124) pp. 6-10.

An analysis of the educational process can-not be oversimplified as the criteria forthe educational success are very complex andoften ambiguous. Three groups of factorsshould be taken into consideration:1. changes in the behavior of every indi-

vidual,2. changes in the structure and organization

of an educational group,


3. changes in the environment.The author presents an organization and re-

sults of educational work realized by Irena

Jefisko, a rural school teacher, concerningeducational value in the national scienceprogram 'for the second grade of primary

school. The program was realized during

classes and extramural activities of pupils

organized by the teacher.

226. PIELASISKA, WIESLAWA. 0 potrzebie ekspresji w wy-.

chowaniu. (Expression in Education). Wychowanie

w Przedszkolu. XXII 1969 No. 1(225) pp. 8-13.

In pedagogy, expression means a free manife-

station of feelings and thoughts in artistic

forms. Esthetical philosophical and psycho-

logical implications complicate the simpli-

city of the definition, yet its obvious im-portance in pedagogy, especially perhaps in

the education of children remains unimpaired.

Various pedagogical theories (E.Jacques-Dal-

croze,Corrado Rici, P.M. Luquet, M. Debesse,

S. Szuman, Freinet) present various aspects

of pedagogical value of children's artistic

expression, the modern approach.stressingstimulating and intensifying role of expres-

sion. Spontaneous desire for artistic ex-pression can be used for various educationaland cognitive aims.

227. Pcszukiwanie systemu wychowawczego. (In Search of

the Educational System). Wychowanie. 1968 No.

21(214) pp. 2-15.

A presentation of an educational experiment

carried out by the staff of a leading prima-.

ry school in Poznan. Teachers participatingin the experiment present their experiences:1. Irena Kostanecka: Forming educational sy-

stem.2. Barbara Podlasifiska:"The best grade compe-

tition" as an educational method.

3. Jadwiga Buliriska: A model tutorial class.

4. Halina Gabrysiak: Keeping up the school

tradition.5. Lidia Morysiak: Social activities of

pupils.6. Barbara Ratajewska: Educational teaching

of mathematics.7. Maria Poliner: Educational teaching of

physics.8. Jerzy Kaczmarek: School clubs.9. Lidia Morysiak: Pupils' self-government.10. Jerzy Kaczmarek: Parliamentary session of

school self-governments.

Social and Educational Sciences 15IrtiMMWM

11. Bogdan Olejniczak: School day-room.12. Barbara Ratajewska: Pupils' cooperative

as an educational organization.

228. Pr6by modernizacji poczatkowego nauczania,(Attemptsof Modernisation of Introductory Teaching). Edi-ted by Jan Zborowski.Warszawa, Nasza Ksicgarnia,1969. 238 pp.

Contents:I Jan Zborowski: Introduction.II Maria Kozak: Organization of the/teach-

ing process in grades i - 2 of primaryschool.1. Unity of teaching.2. Forms of organization of pupils'' work.

3. Preparation of selected subject -

units.4. Planning the work.5. Classroom equipment'.

III Gabriela Kapica: Securing active parti-cipation of pupils in introductory learn-ing of reading and writing.1. Research problem.2. Methods.3. Teaching in an experimental class.

4. Analysis of results.5. Conclusions.

IV Henryk Moroz: Forming basic mathematicalnotions of first graders.1. Organization of the experiment.2. Experiment proper.3. Results.4. Annex.

V Jozef Mrotkiewicz and Janina Skupin:Preparing pupils for polytechnical train-

ing.1. Developing reasoning abilities during

practical and technical classes.2. Practical and technical education

program.3. Selected subjects program.

229. Psychologia rozumienia. (Psychology of Comprehen-sion). Edited by Wlodzimierz Szewczuk. Warszawa,Paristwowe Wydawnictwo Naukowe, 1968. 311 pp.

The book is a collective publication contain-ing fourteen papers presented at the inter-national symposion on psychology of compre-

hension, organized by Professor WlodzimierzSzewczuk in December, 1965, in Cracow. Many

of the problems discussed in the book canhave direct implications on the pedagogicaltheory and 'practice, especially those con-


fleeted with comprehension proper, interrela-tions between comprehension on one hand and:cognition, reasoning and experience on theother, as well as various stages, forms andcriteria of comprehension. The book alsocontains results of some Polish investiga-tion on the comprehensive abilities of chil-dren, and reports on foreign works on thesubject.

230. RUDNIAgSKI, JAROSLAW. Efektywno66 my6lenia.(Effi-ciency of Thinking). Warszawa, Par stwowe ZakiadyWydawnictw Szkolnych, 1969. 224 pp.

Man's attitude to other people, whether toindividuals or social groups, is to a largeextend determined by decisions concerninghis actions. These decisions are in turn de-termined by the efficiency of his thinking;hence the importance of the problem in allsocial sciences.Contents:1. Homo cogitans.2. Dilemmas in thinking.3. Elements of creative thinking.4. The problem of mistakes.5. Reception of information.6. Forms of information and psychic organi-

zation.. 7. Efficiency of thinking on part of the

principal.8. Efficiency of thinking on part of the su-

bordin'Ette.

231. RUDZKI, JERZY. Zafascynowani telewizjq.(Fascinatedby the TV). Wroc/aw, ssolineum, 1967. 284 pp.

A sociological study on the impact of the TVprogram on young people. Based on the aut-hor's own investigations conducted in ruraldistricts (1962) and in urban workers' en-vironment (1964-65). Data gathered in thecourse of the investigations provide mate-rial for a discussion on the role of the TVin the leisure-time structure of the youngas compared to the use of other mass media,its impact on the transformation of culturalactivity (amateur artistic movement), and onthe role of the TV in the cultural programof houses of culture. It seems that educa-tional and informational values of the TVare so far not fully taken advantage of.

232. SOSNOWSKI,KAZIMIERZ.Stosowanie i sprawdzanie w nau-ozaniu. (Application and Testing in TeachMIT:Ruch Pedagogiczny.X(XLVI) 1968 No.6 pp. 639-648.

r


Modern educational theories emphasize notonly the acquisition of theoretical know-ledge but also the ability of its practicalapplication (the latter task being, if pos-sible, more essential). The author distin-guishes two forms of application: theore-tical, when an individual case is discussedand explained (but not necessarilly realized)on the basis of a known generalization, andpractical, when an individual case is real-ized according to the existing law or rule(a combination of two forms is also possiblein, for instance, scientific research). Thepractical application of knowledge is moreimportant in teaching, leading from the aimto the means it perforce engages student0emotions and desires thus enriching the pro-cess of learning and studying.

233. SUCHODOLSKI, BOGDAN. Trzy pedagogiki.(R. E.] (ThreePedagogical Systems.). Kwartalnik Pedagogiczny.XIII 1968 No. 4(50) pp. 3-22.

The birth of new pedagogy is shown againstthe background of the pedagogy of personal-ity and the pedagogy of preparation for life.Since the 18th century pedagogy has beensteadily developed, but it. still cannotsupply the needs of contemporary civiliza-tion (economic, vocational, cultural). Eco-Iscmic aspects of the explosion and .the cri-sis in education seem to indicate educationas the chief "business" of the modern world.Educational policy must solve many problems,including the functioning of the school sys-tem, in order to avoid economic loss and in-dividual catastrophe. Education had ceasedto be the priviledge of the elite - it isopen to the broadest masses of society. Pe-dagogy in modern conditions must cooperatewith other disciplines such as economics so-ciology and demography.

234. SUCHODOLSKI, BOGDAN. lEychowanie dla(Education for the Future). 3rd revised Edition.Warszawa, PaAstwowe Wydawnictwo Naukowe, 1968.464 pp.

A presentation of a whole range of problemsand factors determining education of a newmodel of man in new conditions of sociallife. Discussing the future, the author pre-dicts liquidation of various conflicts'atpresent existing between man and the sur-roLnding world, especially of the problem of

2 Selected 3


man's alienation in the capitalist society.

Planning further development of civilization

man's needs, possibilities and potential

must be considered, all elements being ad-

justed and harmoniously complemented. The

role of education in thus conceived program

is self evident, though methods, organiza-tion and character have to be still per-

fected.

235. SUTKOWSKI, LUCJAN. WspOlZycie i wspolprapa w zespo-le. (Cooperation of the Teaching Staff). Wycho-

wanie. 1968 No. 21(214) pp. 24-27.

An analysis of anonymous papers written by

students of a Teacher's College in coopera-

tion of the teaching staff and on human re-lations in the schools employing young tea-

chers. The central problem discussed by theauthors was the attitude of the school head-

master to young teachers; nearly all com-plained of bureaucratic or autocratic cha-racter of this attitude, though it is well-

established that the integration and coo-peration of the grup depends largely on the

leader. The reception of the young by older

teachers is more favourably appraised,thoughit is not entirely satisfactory, either. The

author emphasizes the importance of harmo-nious human relations and well-organizedcooperation of teachers in the educationalprocess.

236. SZUMAN, S. 0 szcuce i wychowaniu estetycznym. (Art

and Esthetic Education), 2nd Reviseal Edition.Warszawa, PaAstwowe Zaklady Wydawnictw Szkol-

nych, 1968.

In the education - through - art program the

most important part is played not by the

teacher but by the work of art itself. Yet

the young pupil is usually not fully able toperceive, appreciate and experience the im-portance and value of art, and the educatormust carefully initiate him and direct into

the realms of artistic beauty. The task is

important and difficult and demands much

from the teacher himself. The book is to

serve as guide in this responsible endeavor.Contents:1. On works of art.2. Education through art.3. Visual arts and children's drawings.4. Music and dancing.5. Fairy tales, poetry, film, theater.6. The world and man in the esthetic ex-

perience.


237. WROCZYgSKI, RYSZARD, Wychowanle poza szko14.(Extra-mural Education).Warszawa, Biblioteka Nauczycie-la, 1968. 182 pp.

Main theses of the book are:1. the modern norm of education exceeds the

traditional set of teacher-pupil rela-tions,

2. social development of our country inte-grates pedagogy with other social scien-ces, particularly with social policy,

3. educational program covers both school-and extramural teaching.

In planning extramural education various fac-tors must be taken into consideration: na-tural environment (rural or urban), familysituation, mass media. The last group offactors plays an extremely important role inthe formation of attitudes, development ofpeisonality, character-building, etc. Thebook .being directed to teachers emphasizessuch aspects of extramural education asself-governement, amateur artistic movement,activities of youth organizations, varioussocial actions undertaken by the young.

238. WUJEK, T. Praca domowa i czynny wypoczynek ucznia.(Pupil's Homework and His Leisure Time). Warsza-wa, Patistwowe Zaklady Wydawnictw Szkolnych,1968.183 pp.

Every work done by man is energy-consuming;school duties of children and young peopleare no exception. The energy balance in thehuman organism must be preserved: the energy(both physical and mental) used during work-time must be regenerated during leisurehours. Both periods must be well organizedand the author provides the necessary prin-ciples governing this organization.Contents:1. Pupils' work- and leisure-time.2. Origin and organization of active forms

of spending leisure-time.3. School students' overwork.4. Students' homework.5. Determinants of active forms of spending

leisure-time.6. Forms of spending leisure-time of school

students.7. Evaluation and perspectives.8. Bibliography.

20 The Teacher's Profession

239. ZIEMSKA, MARIA. Postawy rodzicielskie. (Parents'At-titudes). Warszawa, Wiedza Powszechna, 1969. 282PP.

A publication dealing with problems of theparents advisory policy program. Handicapsof the child's development are discussed inconnection with the psychodynamics of thefamily situation. The author discusses va-rious determinants of the child's personal-ity and his emotional life, the followingconsidering of utmost importance: human re-lations inside the family unit, parents'personality, emotional ties between all mem-bers of the family, parents' treatment oftheir own position. Difficulties in the for-mation of desirable parents' attitudes arediscussed on the basis of various treatmentsof adopted children. The author also givesa sketch on the methods of diagnostic andtherapeutic treatment of family environment.

See also: 240, 243, 245, 246, 247, 255, 257, 278, 282,283, 285, 286, 289.

THE TEACHER'S PROFESSION

240. G4SIOR,HENRYK.Czas woln mlod eh naucz cieli w tiro-dowisku wielko rzem stow m. Leisure Time ofoung eachers in ndustrial Environment). Cho-

wanna. XIII(XXIV) 1969 No. i pp. 74-90.

Results of an investigation on the leisuretime of primary school teachers in Silesianschools. The investigation covered 1200 tea-chers and was conducted by several methods:direct planned observation,interviews, ques-tionnaires, chronological charts filled byteachers themselves. The results obtained inthe course of the investigation are far frombeing optimistic. In the first place, nearlyall teachers are heavily overworked (profes-sional and social tctivities),in the second,their organization of leisure time does notseem very efficient. Two forms of spendingleisure time (both at present rather in-glected) are strongly recommended by theauthor: week-end excursions to the countryand cultural aetivities(going to the theatre,visiting art-galleries and museums, etc.).

241. KVDRYNA,SZYMON. Wielofunk6yjnoe6 pracy i zadati nau-ozycieli we wspolezespymyeiu s oteozn m. (Va-riety of Teachers' fiagn an Functions in Con-

The Teacher's Profession 21

temporary Social Life).Chowanna. XIII(XXIV) 1969No. 1 pp. 1-25.

Variety of teachers' tasks and functions insocial life of the environment is presemeaon the example of the Katowice voivodship(urban, industrial and rural environments).The teacher's profession is historicallyspeaking one of the oldest (early necessityof transmitting gathered experience) itscharacter is universal (training differentspecialists) and of great productive impor-tance (the impact being indirect, however).Teachers' education and qualification, aswell as their personality and moral atti-tudes determine not only formal results ofschool teaching, but also future profes-sional and social career of their pupils.Thus educational theory and practice mustcover various types of education: intel-lectual and physical, esthetic and moral,social and political, finally polyteMinical,

242. Nad czym pracuje Sekcja Szkolnictwa Zawodowego.(Works of the Vocational Schools Section at thePolish Teachers' Union). Szkola Zawodowa. 1969No. 3(300) pp. 41-42.

In 1968, works undertaken by the VocationalSchools Section of the Polish Teachers'Union concentrated round following problems:1. educational policy,2. vocational educational reform,3. teachers' qualifications,4. teaching and educational processes,5. the Union's activity in vocational

schools. Works planned for 1969 centerround following problems:

1. plan for the development of vocationaleducation,

2. factory vocational schools,3. vocational schools of various levels,4. citizenship education in vocational

schools,5. factory as an educational environment,6. safety measures and medical care in voca-

tional schools,7. self-instruction of teaching staff (pro

fessional and political).

243. PLE§NIARSKI, BOLESLAW. Zagadnienie socjalistycznychstosunkow migdzy nauczycielami. (Socialist Modelof Human Relations among Teachers). Chowanna.XIII (XXIV) 1969 No. 1 pp, 26-61.

The problem of human relations is closelyconnected with the theory of. education. The

22 Schools and Institutions

author discusses the problem in all the va-riety of its aspects, such as:1. what are human relations?2. origins of human relations,3. manifestations of psychic contacts,4. bases of human relations,5. human relations in socialism,6. development of a socialist model of human

relations among teachers,7. forms and methods of developing human

relations,8. stimulants of human relations among tea-

chers,9. volitional means,10. working and living conditions,11. methods.

244. RADOMSK1, STEFAN A. Rola szkolnej praktyki pedago-gicznej w przygotowaniu studentow uniwersytetudo zawodu nauczycielskiego.(The Role of TeachingPractice in Preparing University Students forthe Teacher's Profession). Ruch Pedagogiczny.X(XLVI) 1968 No. 6 pp. 738-747.

Interdepartmental Institute of Pedagogy atWarsaw University organizes pedagogicaltraining for students of various departments.The training consists of theoretical sub-jects:elements of pedagogy,methods of teach-ing the given subject, audiovisual methodsin school teaching, and practical: teachingpractice organized in high schools.Regardingthe last form of training the author sug-gests some alterations which would improveits efficiency. They concern the length ofteaching practice (one month should be pro-longed to at least two), the scheduled time(September and February opening school termsdo not seem best), the number of trainees inone school (should not be more than 3 or 4),etc. It also seems advisable to chose somesecondary schools as experimental centerstraining prospective teachers throughout theyear.

See also: 201, 221, 235.

SCHOOLS AND INSTITUTIONS

(by type or level)

Preschool

245. CHRZANOWSKA, DANUTA. Sylwetki trzylatkow wstQpuja-cych do przedszkola. (Developmental Types ofThree-Years-Old Children Entering Nursery

Schools and Institutions 23

Schools). Wychowanie w Przedszkolu. XXII 1969No. 2(226) pp. 57-67.

The author presents the results of her in-vestigation on the development of three-years-old children entering nursery schools.The investigation was conducted at the In-stitute of 'Mother and Child in Warsaw, bymeans of the Gessel test controlling thefollowing aspects of child's development:motoric development, manipulation, adapta-tion, speech, social reactions. Though allexamined children fitted the normative stand-ards it was possible to distinguish fiverecurrent developmental types: harmonious orretarded motoric and social skills, retardedspeaking abilities, pseudoharmonic or re-tarded development. It seems advisable todetermine the type of children enteringa nursery school to adjust the educationalprogram there to individual needs.

245. KUBISZTAL, IRENA. Literatura dzieciQca w wychowaniumalego dziecka.(Books for Children in .the Educa-tion of Small Children). Warszawa, Paikstwowy Za-[clad Wydawnictw Lekarskich, 1967. 105 pp.

Institutional education of small childrenhas several handicaps hindering harmoniousdevelopment of children(speech difficulties,lack of emotional ties, etc.); mother's lov-ing care cannot be substituted by any scien-tifically devised program. Yet,conditions ofmodern life prevent women from devotingtheir entire time to bringing up children.Doctors, psychologists and educators work onan educational program devised for smallchildren wholly or partly deprived of mo-thers' time. On the basis of an analysis ofthe physical and mental development of in-fants, the author discusses an appropriateselection of illustrated books and publica-tions for babies and small children. Methodsof using this material are also discussed.

247. MYSTKOWSKA, HALINA, Zywe slowo w pracy z dzie6miszegcio- i siedmioletnimi. (Dramatized SpeechinEducating 6-7 Year-Old Children). 2nd Edition.Warszawa,Paristwowe Zaklady Wydawnictw Szkolnych,1969. 176 pp.

Contents:1. Introducing the problem.2. Investigation methods.


3. Sound analysis of dramatized speech inreading aloud to children.

4. Analysis of children's speech.5. Analysis of children's drawings.6. Vocal form of dramatized speech of adult

compared to children's speech and draw-ings.

7. Conclusions.8. Bibliography.

Primary

248. BAUMAN, MARIA. Moje dogwiadczenia zdobyte w tokunauczania gospodarstwa domowego w kl.VII i VIII.(My Experience in Teaching Household Arts inGrades 7 and 8). Wychowanie Techniczne w Szkole.IX 1969 No. 2(76) pp. 57-64.

The program of household arts in primaryschools covers:1. principles of nutrition and planning the

meals,2. cooking and serving the meals,3. using household gadgets,4. keeping the house clean.Though the program includes some theoreticalinformation its most important part is well-organized practice. School workshops are notalways properly equipped for this practice,and nearly always are not big enough. Theauthor presents her own experience in teach-ing the subject to girls in the 7th and 8thgrades. She divided them into groups of sixgirls each, every group being assigned a de-finite task, some routine works (laying thetable, washing up, serving, etc.) being doneby turns by every group. Plans for practicalexercises are presented.

249. EJTMINOWICZ, ANTONINA; MASLOWSKA, ZOFIA; MALCHER-CZYK,JERZY, Form nauczania orto rafii w klasachI-IV. (Forms of Teaching Orthography in Grades1-4 of Primary Schools). Zycie Szkoly. XXIV 1969No. 3(263) pp. 20-32;

Three teachers of rural primary schools pre-sent. 'their' methods of teaching orthographyto young children. The common conclusion ofall articles ,(though independently reached)is a necessity of making orthography classesas amusing and interesting as possible. Torealize this objective the authors proposevarious kinds of games,contests and puzzles,


and also different forms of children's inde-pendent work (making lists of difficultwords, orthographic books, lexicons, etc.).Plans of classes of orthographical subjectsare provided.

250. MILLER, ROMANA. Odkrywanie gwiata o ci stego. (Dis-

covering National Environment . Zycie Szkoly.XXIV 1969 No. 3(263) pp. 1-5.

Primary school program systematically andconsistently introduces such elements whichform the national awareness of pupils, andwhich make them realize their patrioticrights and duties. Knowledge of historicalfacts mingled with the participation in thepresent reality of the nation form togethera process of discovering national environ-ment(the author's term).The process developschildren's sense of belonging and responsi-bility, first for the activity and attitudesof the immediate surrounding, later - oflarger groups. This growth of awarenessdemands knowledge, imagination and sensiti-veness. The process must be carefully plan-ned and directed and can never be basedmerely on bombastic verbal declarations.

251. MITYK, JAN. Nauczanie geografii w pracowni. (Teach-ing Geography in a Geography Laboratory). War-szawa, Paristwowe Zaklady Wydawnictw Szkolnych,1968. 104 pp.

A book for teachers of geography in primaryand secondary schools containing advice asto the organization, arrangement and equip-ment of a geography laboratory in variouslocal conditions. It also contains sugges-tions as to the methods of conducting prac-tical classes in the geography laboratoryand garden, use of teaching aids,controllingresults, finding bibliography, etc.

252. NOWACKI, JERZY. Jak wdratae uczniow do samoksztal-cenia. (Preparing Pupils for Self- Instruction).Klasy Lqczone. XII 1969 No. 1(62) pp. 15-21.

The authors distinguishes three elements ofself-linstruction:1. conscious learning motivated by higher

reasons,2. directed and well-organized learning(with-

out waste of time or energy),3. learning rendering measurable results.The teachers of schools with incomplete staffmust carefully prepare their pupils for thusconceived self - instruction. In the course of


his work the author, a school inspector,observed that it is not always the case. Thearticle sumsup his observations and providesadvice as to the improvement of the situa-tion.

253. NOWACZYK: STANISLAW. Koncepcja nauczania pocz4tko-wego. (Concepts of Introductory Teaching). ZycieSzkoly. XXIV 1969 No. 2&262) pp. 1-5.

The introductory teaching period usuallycovers the first four years of primaryschools (in some theories the first three).The author discusses two concepts concerningthe program and organization of this periodas presented by Sergiusz }lessen nad JadwigaWalczyna. The former stresses the necessityof developing pupils' ability of scientificreasoning in this early stage, the latter -the integration of five basic elements ofeducation: logical application of words andnumbers, social education, natural and tech-nical education, artistic education, andphysical development. In school practice,however, neither system is consistently ap-plied - teaching reality perforce differsfrom scientific theories.

254. PAWLIK, MIECZYSLAW and JOZWICKI,PADEUSZ. Proby nau-lowel.olczaniaarolranciasachl:czonch, (Attempts

---Panof'ximeeTeacWwith IncompleteStaff). Klasy L4czone. XII 1969 No. 1(62) pp.3-15.

A presentation of an experimental programmedteaching of trigonometry introduced to theeighth, grade of several primary schools withincomplete teaching staff. The teaching pro-gram was based on a textbook specially pre-pared for the experiment, and used only dur-ing classes. As the experiment was carriedout on a small scale (about 100 pupils), theresults cannot be decisive, yet it seemsthat;1. it made the organization of teaching

easier,2, it saved teachers' time and energy,3, it prepared pupils for independent stu-

dies,4. it secured better teaching results.

255. POZNASISKA, TERESA Z badari nad umiejQtnoilcia ciche.o cz tania ze zrozumieniem w klasach III i IV.

ent Comprehensive Reading in Grades 3-iT,ycie Szkoly. XXIV 1969 No. 2(262) pp.30-37.

li

177


The Teaching Methods Center conducted aninvestigation on teaching abilities of thefourth grade pupils. The investigation wasconducted by the best method in 109 primaryschools in the country, in 1967. The inves-tigation discovered a relatively large num-ber of pupils without a sufficient skill ofcomprehensive silent reading. As this inabi-lity may prove a severe handicap in'thefurther perusal of knowledge, it seems mostessential to liquidate the existing dispro-portions of the reading skill of individualpupils or class units. The period of intro-ductory teaching must suffice in developingthe skill of quick comprehensive reading ofaverage difficult texts.

256. PRZYBYLSKI, JAN. Jak wykorzystujQ audycje radiowew klasach laczonych. (Using Radio Education-al Program in Schools with Incomplete Teach-ing Staff).Klasy Lqczone. XII 1969 No. 1(62) pp.21-52.

The author, an only teacher in a villageschool of four grades, presents his ex-perience of using radio educational programin his work. Radio, as the most popular ofmass media, plays a specific role in theteaching process. The author uses it as anillustration of the material previously pre-sented, as a supplement of other teachingmeans, sometimes as a source of informationon problems discussed for the first time.In a rural district, deep in the provinces,radio serves as a source of knowledge other-wise unobtainable. The author discusses va-rious kinds of educational broadcasts(Polishlanguage, natural science, musical educa-tion) and presents forms of using them asa material of further work with his pupi:.s.

257. RADWILOWICZOWA, MARIA. 0 czynnikach warunkujqcychrozwij pisma dziecka.(Developing Children's Pen-manship). Zycie Szkoly. XXIV 1969 No. 3(263) pp.33-44.

Development of young children's penmanshipdepends not only on the handwriting modeland the teaching method applied but also onseveral other factors. On the basis ofscientific sources, investigation results(teachers' questionnaires, school inspectionresults, test results) and own teaching ex-perience, the author distinguishes followingdeterminants:1. writing should be preceded by reading,2. understanding of the text helps writing,


3. internal motivation,4. individual characteristics of pupils,5. teaching handwriting must be integrated

into the whole school process, especiallythe teaching program of the native lan-guage.

See also: 227, 247.

Secondary

258. D4BROWSKI, ZYGMUNT. Wspolne bazx przysposobieniazawodowego uczniow szka ogolnoksztalc4cych.(Vocational Preparation Centers for High SchoolStudents). Wychowanie Techniczne w Szkole. IX1969 No. 2(76) pp. 50-53.

During his recent visit to the Soviet Unionthe author was invited to the Productive andTraining Enterprise in Moscow. It is a newform of technical training for high schoolstudents. The enterprise consists of severalworkshops and laboratories equipped by va-rious factories and industrial plants in thedistrict, and preparing young people (thoseat least who are not to pursue their studies)for future work in these factories. Thoughthere is a considerable difference betweenthe Polish educational system and the Rus-sian one, the idea of organizing one centerof vocational preparation for students ofseveral high schools, seems worthy of trans-plantation to our conditions.

259. DOLECKI, PAWEL. Wzory arkuszy do opracowania doku-mentacji technicznej prac uczniowskich w liceach.(Model Sheets for Technical Documentation ofWorks Done by High School Students). WychowanieTechniczne w Szkole. IX 1969 No.2(76) pp. 67-81.

Productive tasks realized by high schoolstudents must be technically documented. Inpractice it is not always dnne, however. Theauthor presents model sheets for technicaldocumentation prepared by a group of tech-nical education teachers in high schools inBydgoszcz and Bielsko-Biala. The documenta-tion includes most important elements ad-justed to the abilities of an average pupil:1. title card,2. the choice of task,


3. introductory design,4. technical design,5. cost of material,6. technological card,7. operative card,8. cost of work and production.

See also: 213.

Vocational

260. D4BROWSKI, ZYGMUNT. Szansa wychowania technicznego.(Chances for Technical Education). Nowa Szkola.1965 No. 1 pp. 4-9.

The technical education program in highschools is to give basic elements of moderntechnology. Students are to learn and under-stand such main factors in the modern pro-ductive process as technical designing, or-ganization of productive work, scientificbasis of technology and social value of tech-nological activity. Thus conceived aims havea great character building value, and com-bined with mathematics and natural scienceshelp to integrate students knowledge. Theprogram is a new one (introduced recently tothe reformed high schools), and therefore isnot yet perfected. The main determinants ofthe successful realization of its aim are:good selection of the program meterial,well-equipped laboratories and workshops, highlyqualified teachers. According to the authormuch work is still needed to improve all thethree groups of factors.

261. DENISIUK, LUDWIK and others. 0 s rawnotici fiz cznemlodziety zasadniczych szko zawodowych. Phy-sical Fitness of Lower Vocational Schools Pupils ) .

Warszawa, Paristwowe Wydawnictwa Szkolnictwa Za-wodowego, 1968. 213 pp.

The book consists of three parts. The first,written by L.Denisiuk, presents a theoretic-al basis of the whole work dealing with therole of physical education in the harmoniousdevelopment of man, and discussing varioustypes of measuring tests (the Sorgent-Rogerstest, the Kraus-Weber test, the Lorson testand others). The second part of the book,written by J, Pilicz, presents organizationand results of various Polish investigations


on the physical fitness of young people(statistical data are provided). The thirdpart, written by J. Sadowska, deals with theclassification and selection of people ac-cording to their abilities to fulfill defin-ite vocational tasks.

262. GODLEWSKI, MICHAL. Jedno- czy dwuszczeblowe ksztal-cenie technikow. (One- or Two-Levelled Trainingof Technicians). Nowa Szkola. 1969 No.1 pp. 2-4.

A technician in modern industry must be pre-pared for a variety of tasks: technological,constructive, dealing with investments andmaterial transactions,The technicians' train-ing program should be based on nracticalexperience of the pupil, as well as on hisintellectual maturity.Two levelled system oftraining seems to be highly effective. Theauthor does not propose to do away with se-condary vocational schools, however. Varietyof vocational schools and courses is notonly recommended but necessary for a suc-cessful realization of the difficult task ofsupplying various specialists for the na-tional economy, industry and technology.

263. NOWICKI, MIROSLAW. .Proces wytwarzania a procesksztalcenia zawodowego. [R.E.] (The Productiveprocess and the Vocational Education Process).Kwartalnik Pedagogicznyo XIII. 1968 No. 4(50)pp. 37-58.

Interdependence of the training process andthe productive process is an important fac-tor in rational national economy. The ob-jective development of productive processdetermines demands for vocational staff andin turn the program of vocational training(the periods of crafts, manufactures, fac-tories respectively). The intellectualiza-tion of the teaching process, the growingrole of theoretical foundation for profes-sions, the importance of mathematics and ge-neral technical subjects, the integration ofvarious snecializations, they all are cha-racteristic trends in the modern system ofvocational education.

264. NOWICKI, MIROSLAW. Siatki czynnogci jako narzedzieracjonalizacji pracy wytworczej.(Reticulation ofActivity as a Means of Rationalization of Pro-ductive Work), WychoWanie Techniczne w Szkole.IX 1969 No. 1(75) pp. 2-9.


Synchronization of technological operationsis an important element in the productiveprocess. Rationalization of the productivework aims at the elimination of factors hin-dering production. Activity reticulationshelp to discover undesirable factors. Themethod was first used during World War IIfor the strategy and tactics of militaryoperations, after the war it was developedin the critical path method (CPM) and pro-gram evaluation and review technique (PERT).Both methods are discussed from theoreticaland practical points of view.

265. Othwiata rolnicza zdobywa wie6. (Popularity of Agri-cultural Education in the Country). Szkola Zawo-dowa. 1969 No. 3(300) pp. 26-29.

A report on the conference on agriculturaleducation organized by the Main Administra-tion of the Union of Rural Youth and theCentral Administration of Agricultural Clubs,Decembe', 1968. Agricultural education pro-gram is realized by preparatory schools ofagriculture, self-instruction courses andcorrespondence schools. There is some lackof coordination between these forms of train-ing (each 1s organized and supervised bya different department), which shortcomingshould be liquidated.

266. OZGA, WLADYSLAW. Problem umocnienia szkol przyspo-sobicnia rolniCiiiio7Tlidation of Prepara-tory Schools of Agriculture). Ruch Pedagogiczny.X(XLVI) 1968 No. 6 pp. 677-690.

Preparatory schools of agriculture, two-yearcourses of general and vocational subjectsfor young farmers, were o-ganized ten yearsago. Certain conclusions,therefore, concern-ing their program structdre and role wouldnot be presumptuous. The conclusions are farfrom being optimistic, especially those con-cerning the number of drop-outs, predominan-ce of girl-students, lack of fully and high-ly qualified teachers (statistical data areprovided). On the other hand, however, theschools play an important role in rural en-vironment often being the sole secondaryschool in the district. The author submitsfollowing proposals for the improvement ofthe situation:1. to increase number of classes in every

school and to strengthen the organiza-tional structure,


2. to combine the schools with primaryschools in the district forming a specialtype of ten-year school,

3. to increase endowments for school build-ings and teachers' living quarters,

4. to secure a possibility of further studies(general or vocational) for the alumni.

267. POLASZEK, FELIKS. 0 rozwij szkol przemyslu skorzane-go. (For the Development of Vocational SchoolsTraining Staff for Leather Industry). Szkola Za-wodowa. 1969 No. 3(300) pp. 13-18.

Leather industry in Poland has so far laggedbehind other branches of light industry andwas not fulfilling the growing needs forleather products. The situation is now beingchanged and by 1975 this industry will fullysupply home and export demands. Vocationalschools training staff for this industry aretherefore badly needed.The vocational educa-tion refOrm covers this type of schools alsointroducing changes in thp,following aspectsof training:1. nomenclature of professions and special-

izations,2. teaching programs,3. practice training,4. in-plant training of graduates,5. teaching process.

268. STRZELECKA, BARBARA. 0 moich doLiwiadczeniach w za-kresie preorientac i zawodowe uczniow. (My Ex-perience in the ocationa uidance of Pupils).Problemy OpiekuAczo-Wychowawcze. 1969 No.2 (125)pp. 28-32.

The author presents her experience in theorganization of educational work in the vo-cational guidance of primary school pupils.One part of her work consisted of making andkeeping individual records of pupils con-cerning their abilities, interests, charac-ter, physical development and family situa-tion, another part was the preparation (to-gether with pupils themselves) of program oftasks to be realized during educationalclasses and extramural activities. They in-cluded preparing a map of schools(vocationaland general) in the district, cooperationwith and visits to various factories and in-dustrial plants,visits to vocational schools,contests concerning information on variousprofessions, interviews with representativesof various professions, publishing an infor-mational bulletin on different professions,film projections, preparing a list of eoono-


mic and social demands for various specia-lists, finding bibliography on the subject.The work proved entirely successful.

269. SZANIAWSKI, IGNACY. Poradnictwo zawodowe a ksztalce-nie zawodowe na szczeblu pomaturalnym. (Voca-tional Council and Advanced Vocational Training).Ruch Pedagogiczny.X(XLVI)1968 No. 6 pp. 649-576.

The author discusses some selected problemspertaining to the vocational education pro-gram at advanced level. Vocational counciloffered to .high school graduates is deter-mined by two sets of motives: objective (de-termined by the present state and develop-mental plans for national economy and tech-nology)and subjective (reflecting individualinterests). Another important problem is therole of the polytechnical education programin primary and secondary schools especiallyfor those pupils who, for various reasons.will not continue their studies at univer-sity level, but will either begin theirprofessional career, or enter vocationalschools for high school graduates. The roleof this form of vocational training issteadily growing and, according to theauthor, should continue to do so. Theirstructure and program must be, however,reformed and modernized.

270. ZIELINSKI, ZYGMUNT. Zawodowe szkolnictwo pomatural-ne. (Vocational Schools for High Schools Gradua-tes). Szkola Zawodowa. 1969 No. 3(300) pp. 5-9.

One of the main'tasks of socialist educationis an efficient preparation for vocationalcareer. This preparation cannot be restric-ted to mere vocational training but includesa more or less extensive program of generaleducation. Vocational schools in Poland havea secondary schools status (students are ac-cepted after completing obligatory eight-year primary education). Vocational schoolsfor high schools graduates were experimental-ly organized in 1957 in a form of one or twoyear vocational courses. The experimentproved successful filling up a certain voidin the educational system, yet certain or-ganizational structural and program reformsseem to be needed.

See also: 222, 242, 259, 278, 279.

3 Selected 3


Nigher271. BRZEZIASKI, JERZY. Metodyka nauczania jezykow ob-

cych. (Methods of Teaching Foreign Languages).Zycie Szkoly Wytszej. XVII 1969 No. 2 pp. 51-58.

The article is based on the experience ofthe foreign language laboratory at the MariaCurie- Sklodowska University in Lublin. Thelaboratory is used by students of Englishand Russian departments. Work in the labora-tory, as well as all auditive and visualaids, is particularly important in the firststage of learning a foreign language, so thestudents of foreign languages departmentslearn there not the language itself (theircommand of it being fairly good at the be-ginning of university studies), but mainlythey get acquainted with modern methods offoreign languages teaching. The students,prospective secondary schools teachers, ac-quire a practical knowledge of various teach-ing methods in the course of their ownstudies.

272. CIESIELSKI,ROMAN. Propozycje regulaminu oceny oga-nego wyniku na egzaminach magisterskich. (Rulesfor Grading Master's Examination). Zycie SzkolyWytszej. XVII 1969 No. 2 pp. 93-99.

Grades on university diplomas have oftena decisive influence upon the professionalcareer of graduates. It is therefore impor-tant to make them as objective and just aspossible. The author presents a set of rulesapplied at master examination at TechnicalUniversity in Cracow. The final grade wasa resultant of all examination grades duringthe course of studies (especially those inthe subject of specialization), and gradesfor masterfs thesis and final examination(method of calculating the result is presen-ted in details). The author proposes to in-troduce this form of grading to all advancedschools in Poland.

273. RADOMSKI, STEFAN A. Ogwiata i szkolnictwo wyzszew Polsce w 1967/68 roku. (Schools and Higher

uca ion in Poland in the School Year 1967-68).Kwartalnik Pedagogiczny. XII 1968 No. 4 (50) pp.135-147.

A report on the development of schools andeducation in Poland in the school,year 1967-68. Covers the following aspects:1. Primary and Secondary Schools-Realization

of the School Reform.


2. Vocational Education.3. Teaching Aids and Textbooks.4. Training of Teachers for Primary and Se-

condary Schools.5. Adult Education.6. Education Experiments.7. Changes in the Organization and Program

of Higher Education.8. Scientific and Educational Experiments in

Higher Education.9. Problems of Schools and Education in the

Seym (Polish Parliament).10. Social and Educational Achievements of Or-

ganizations and Institutions.

274. SEIDLER, GRZEGORZ LEOPOLD. Szkoly wyzsze wle uchwal V Z'azdu Polskie' Z'ednoczone PartilRobotniczej. dvanced Schools and the Resolutionsof the 5th Congress of the Polish United Workers'Party), Zycie Szkoly Wytszej.XVII 1969 No. 2 pp.43-50.

The Resolutions of the 5th Congress of thePolish United Workers' Party deals, amongother problems, with the educational programof advanced schools and their organizationalstructure.A correlation between the develop-ment of economy and culture on one hand, andthe development of advanced schools andscientific research on the other, is an ac-cepted regularity of socialist societies.The present structure of advanced education(as has been pointed out during the discus-sion at the Congress) hinders, to a certainextend, this progress. The tasks of advanc-ed schools,as determined by the Congress Re-solutions,center round two main problems:1. educational. and ideological activity of

advanced schools (formation of the de-sirable attitudes of the young, integra-tion of the teaching process with prac-tice, introduction of physical labourtraining into the study program),

2. organizational structure of advancedschools (larger teaching and scientificunits,modernization of study programs andschool equipment, participation of studentsin the administration and management ofthe school).

See also: 204.


Adult

275. BEREZOWSKI, EUSTACHY. Techniczne grodki kontroliw nauczaniu doroslych. Czege I. (Technical Con-trolling Devices in Adult Education. Part I).Ogwiata Doroslych. XIII 1969 No. 1(100) pp. 14-19.

Frequent controlling of teaching results isone of the basic principles of the modernorganization of the teaching process. Inpractice, however, the principle is not al-ways realized due mainly to lack of time andafficient controlling devices. The devices,considerably time-saving, include:1, pedagogical tests,2. controlling patterns,3. examination machines.The author discusses the first of these de-vices analysing such of their aspects asstandardization, objectivity, symptomatism,efficiency, diagnostic value, prognostic va-lue and practical applicability. He distin-guishes three kinds of tests: normalized,prepared by teachers, presented in the formof pupils free expression. From the formalpoint of view the following kinds are di-stinguished:tests of blanks,tests of choice,mixed tests.

276. KRAJEWSKA, KAROLINA. Bibliografia ogwiaty doroslychza okres od 1-30 IX 1968. (Bibliography of AdultEducation for September, 1968). Ogwiata Doro-slych. XII 1968 No. 10(99) p. 636.

A gerial bibliography published regularly inthe Ogwiata Dorostych(Adult Education)month-ly. Contains bibliographical annotations ofall books and articles pertaining to adulteducation in Poland in the given period.Thisissue covers September, 1969, and containsfollowing problems:1. General Problems.2. Adult Studies, Self-Instruction and Im-

proving Vocational Qualifications.3. Cultural and Educational Activity.Amateur

Artistic Movement.

277. KRAJEWSKA, KAROLINA. Bibliografia ogwiaty doroslychza okres 1-31 X 1968 r. (Bibliography of dult

Education for October, 1968). Ogwiata DorostychXIII 1969 No. 1(100) pp. 63-64.

A serial bibliography published regularly inthe Ogwiata Dorostych(Adult Education) month-


ly. Contains bibliographical annotations ofall books and articles pertaining to adulteducation in Poland in the given period.Thisissue covers October, 1968, and containsfollowing sections:1. General Problems.2, Adult Studies. Self Instruction and Im-

proving Vocational Qualifications.3. Cultural and Educational Activity.Amateur

Artistic Movement.4. Reading Interests and Libraries.

278. NOWACKI, TADEUSZ. Centralny plan badari nad ksztal-ceniem zawodow m. (Central Program of Researchorks on Vocational Education). Szkoia Zawodowa.1969 No. 1(298) pp. 10-13.

A project of a program of research works onvocational education prepared at The Insti-tute of Pedagogy in Warsaw. The author urgesthe necessity of organizing a special insti-tute of vocational education which wouldwork on the presented program. The programcovers following problems:1. Educational problems.2. Structural problems.3. Economic problems.4. Cooperation of pedagogy with vocational

disciplines.5. Teaching methods.6. Additional vocational training and im-

proving workers' qualifications.7. Teaching staff in vocational schools.

279. TRANDZIUK, STANISLAW. Doksztalcanie i doskonaleniezawodowe pracuAcych. Podstawy prawne. (LegalRules Pertaining to the Vocational Training Pro-gram for Adults). Warszawa, Wydawnictwo Zwigzko-we CRZZ, 1969. 349 pp.

Contents:

1. Principles of the vocational training sy-stem for adults.

2. Qualifications demands.3. Training on the primary school level.4. Training in vocational preparation.5. Training on secondary and advanced level.6. Some basic forms of training.7. Qualifications examinatiores.

280. WOJCIECHOWSKI, KAZIMIERZ. Rola kulturalno-ogwiatowauniwersytetem powszechnych w Polsce Ludowej.(Cultural and Educational Role of University Ex-tension Courses in Poland). Ogwiata Doroslych.XII 1968 No. 10(99) pp. 583-586.

University extension courses are a popularform of the adult education program. They


have a long tradition in Poland: first beingorganized in the form of Sunday lecturesalready in the eighteenth century. After thelast war they rapidly developed thanks to.the general political and economic changesin the country. The most popular are thosewhich develop the general knowledge of thestudents, others have specialized programs:courses for parents, workers' university,courses on art, etc. Special role play uni-versity extension courses in the rural dis-tricts (urbanization of rural life, develop-ment of political interests of farmers,prac-tical needs for information). The articleprovides statistical data illustrating thedevelopment of this form of adult education.

Special

281. Kierunki rozwo owe Polskiego Towarzystwa Walki z Ka-le twee. Developmental Trends in the Activityof the Polish Society for the Disability Preven-tion). Szkola Specjalna. XXIX 1968 No.4(55) pp.340-344.

A report on the Second Congress of the Po-lish Society for the Disability Preventionwhich was organized in May 1968, in Warsaw.The Society is an organization of social andscientific character.Its main task is a pro-phylactic activity program preventing si-tuation:, which may result in physical inva-lidity: preventing traffic accidents, cor-rective gymnastics in school, organizationof school rooms in accordance with acceptedrules. The program includes also activitiespreventing mental illnesses and social maladjustment. The Society participates also inthe program of rehabilitating the handicap-ped (physically, mentally, socially). Theworks are carried out by the following sec-tions: the Informational Committee, the Phy-sical Education Section, the Psychology Sec-tion, the Social Welfare Workers' Section,the Medical Section, the Invalid ChildrenSection, the Cooperative Section.

282. KUNTCKA- KAISER, IRMINA. Jak mlodziet lucha wsobie wlasnq przyszlosc. F. How the Young

Deaf Imagine 'their Own Future). Szkola Specjal-na. XXIX. 1968 No. 4(55) pp. 302-3i1.

The author presents the results of her inve-stigation on the life anticipations of the


young deaf. The investigation was conductedin the Weaving School for the Deaf in Cracow,and covered 50 people (age group 16-23), Whowere asked to write an essay on the subject"My life in ten years' time" (the question-naire method was considered too difficultfor the examined). Proportion of differenttypes of desires (predominance of matertaland personal needs) manifested by the deafand the healthy is similar, though factorsdetermining the proportion seem to be dif-ferent. The deaf have a general difficultyin understanding general and abstract no-tions (language difficulties), they also donot conform to the accepted hierarchy ofvalues often incomprehensible to them. Gene-ral education of the deaf must be precededand consistently accompanied by enrichingtheir vocabulary and developing an abilityfor abstract thinking.

283. MAZUR, GRAZYNA and others. Potrzeby psychiczne mlo-dziet z ruilic /uc leczon4 w sanatorium w Is-tebnej. F. Psychic Needs of Tubercular YouthStaying in the Sanatorium in Istebna). SzkolaSpecjalna. XXIX. 1968 No. 4(55) pp. 287-297.

The article presents the results of an inves-tigation on the psychic needs of tubercularyouth staying in the sanatorium in Istebna.Two groups of young people were examined.The first group (seriously ill) was examinedby means of:1. the J. Sacks projective test of unfinish-

ed sentences,2. the basic questionnaire of 18 questions,3. the environment and vocational pupil test,4. the interview method.The second group (the initial stage of ill-ness) wao examined by means of:1. the questionnaire concerning the condi-

tion of life in the sanatorium,2. the unfinished sentences test,3. description of life in the sanatorium,4. autobiographies,5. the Wechsler and Rorschach test.In the course of the investigation two groupsof needs were distinguished: 1. independentof the stay in the sanatorium and connectedwith the state of illness and general lifesituation (curing the illness, professionalcareer sense of security, improvement of thefamily situation), 2.connected with the stayin the sanatorium (greater freedom, betteratmosphere, personal contactstindividual de-velopment, appreciation, entertainment). !Pwo


general conclusions of the investigation arethus formulated by the authors:1. it is necessary to counteract the feel-

ings of anxiety and insecurity of the tu-bercular youth (tasks.of physicians, psy-chologists and sanitary educationalists);

2. more general and vocational courses shouldbe organized in the sanatoria for youngpeople.

284. NOWAKOWSKI, JOZEF. Selekcla dzieci niezdolnyph dolaiiricilrnatikiwnorficolachodstawowsk.(Selec-tormal Primary

Schools). Warszawa, Panstwowe Zaklady WydawnictwSzkolnych, 1968. 75 pp.

A set of legal rules and regulations pertain-ing to the selection of invalid or handicap-ped children and qualifying them for varioustypes of special primary schools.

285. SZELHAUS, S. Mlodociani recydywitici.(Juvenile Reci-divists). Warszawa, Paristwowe Wydawnictwo Nauko-we, 1968.

The book is a sociological and legal studyof the juvenile recidivism shown against thebackground of social and environmental de-terminants. The author includes there suchaspects as family situation, educationalstandard, financial condition, studies,workand alcoholism. The above constitute mainreasons of recidivism of the juvenile delin-quents. The problem of the educational valueof law(the efficiency of applied punishment)is analyzed, though the conclusions are notexactly optimistic.The author assesses, howe-ver, that careful consideration of the lis-ted determinants in every individual caseallows for a fair prediction of the furthercareer of the individual thus offeringa goodchance for correction'and re-education.

286. WEBER, JADWIGA. Sens s oleczn ch ocz nazi. (Senseof Social Endeavors .Szko/a Specjalna. XXIX 1968No. 4(55) pp. 321-325.

An analysis of an investigation on the spe-cial care children conducted at a therapeu-tic-observatory summer course,in July, 1966.The aim of the course was to observe deve-lopmental and physical handicaps of children,to work out individual curing methods and todetermine therapy for over-excitable child-ren and apathetic children 'as well as cures

Miscellaneous 41

for retardation of speaking abilities.Intel-ligence level was tested by the Wechsler-Bellevue scale and the Terman-Merrill scale,the social maturity by the Doll scale. Fol-lowing regularities were established:1. the age of social maturity exceeds the

age of intelligence;2. the better the revalidation work of fami-

ly and school, the smaller the discrepan-cy between social maturity and the child'sage;

3. intelligence level and social maturitydepends to a large extend on the efficien-cy of revalidating work.

See also: 211...

MISCELLANEOUS

287. BOBROWSKI, ZYGMUNT. Wychowanie plastyczne w domachkultury. (Artistic Education in Houses of Cul-ture). Plastyka w Szkole. IX 1969 No.2(76) pp.37-44.

Houses of culture are usually better prepar-ed for realizing the artistic education pro-gram than schools: the instructors are fullyqualified for their job, the workshops arewell equipped, time not so limited. The po-pularity of the art clubs is nonetheless re-latively low; nowaday all young people seemto follow the music (or at least big-beat)craze. The author proposes to coordinate theschool program of artistic education withthe activities of the houses of culture. Hisown experience in this field (he is an artinstructor in the Palace of Culture cooperat-ing with several primary schools) provedmost effective. The semi-obligatory atten-dance of children allowed a preparation ofa long-range plan of works: free artisticexpression, teaching various artistic tech-niques (engraving, woodcut, stained glass,theatre puppets), introducing some elementsof the history of art and art appreciation.The article is illustrated with reproduc-tions of works done by children.

288. FALKOWSICA, MARIA and others. Wychowanie spolecznew domach dzieoka. (Social Education in Housesfor Children). Warszawa, Nasza Ksitgarnia, 1968.180 pp.

11

11.IIIIIMPIRIMP===.737.7777,77-7T-

11

i

42 Miscellaneous

The book consists of three parts written bythree authors presenting history and achieve-ments of three houses for children.Maria Ku-zafiska discusses the organization and worksof an experimental center of reeducating ner-vous handicapped children in Helenow nearWarsaw. The center aims at curing the child-ren at the same time educating their familieswho in most eases are responsible for thechildren's conditions. In the second part Ma-ria Falkowska discusses the experience ofthe Janusz Korczak House for Children whichis continuing the famous educational methodsof its patron (self-governementprespect forall kinds of work, social works). The authorof the third part, Zdzislaw Sieradzki, pre-sents the history of an educational center,"Our Home", in Pruszk6w. The work there isconcentrated on preparing its pupils forprofessional social and moral adjustment tonormal life conditions.

289. SEKULA, IRENEUSZ. Mlodziet starsza - adresat poczy-nari (Polish Pathfinders' Association - anOrganization of Adolescents). Problemy Opiekurii-czo-Wychowawcze. 1969 No. 2 (125) pp. i-5.

The Polish Pathfinders' Association is anorganization of young people. Its program isa compromise between the social and educa-tional demands in regard to the youth orga-nization and the individual expectations ofyoung people. The persondlity structure ofadolescents is characterized by:1. dynamic development of needs (a need for

domination, a need for independence, thesexual need), and real persibilities ofsatisfying them,

2. changing system of beliefs manifested bydistrust of adults 6.1id negation of theset of values previously accepted,

3. tendency to alternative(good or bad) eva-luation of the world and other people,

4. small resistance to stress situations,5. infantile or immature manifestation of

one's "adulthood".Participationin variousactivities organized by the Associationhelps to overcome the shortcomings andhandicaps of the age prompting a har-monious development of a young person.

290. ZAI3RODZKA, HALINA. Domom Dziecka pod rozwagc. (Re-marks Directed to Houses of Child's Care). Pro-blemy Opiekuilczo-Wychowawcze.1969 No. 2(125) pp.12-15.

Miscellaneous 43

An article on the legal problems connectedwith the administration of houses of child'scare. The houses are founded for orphans andthose children whose parents cannot or maynot take care of them. It is necessary tokeep legal documentation(birth certificates,family situations, court's decisions, etc.)of all children in the house, and to havetheir legal status defined. Cooperation between the administration of the house and Juvenile courts is absolutely necessary.

INDEX OF AUTHORS

Barcik, A. 201Bauman, M. 248Bazylko, S. 208Berezowski, E. 275Biedrzyckic L. 209Bielifiska-Kwarinik, L. 210Bobrowski, Z. 287Brzezifiski, J. 271

Chrzanowska, D. 245Ciesielski, R. 272Czap6w, G. 211

Deibrowski, Z. 258,260Denisiuk, L. 261Depta, H., 212Doleck1, P. 259

Ejtmanowicz, A. 249

Falkowska, H. 288

G4sior, H. 240Gerlowski, H. 213Godlewski, M. 262

Jaczewski, A. 214

Kcdryna, S. 241Konopnicki, J. 215Kotiowski, K. 216Kowalczyk, W. 217Kozieleck1, J. 218Krajewska, K. 276, 277Kubisztal, I. 246Kunicka-Kaiser, I. 282

Legawicz, J. 219Lewandowski, J. 220

.7

Lobock1, M. 221

Majewski, B. 222MArczyk, W. 223Marton, W. 224Mazur, G. 283

Miller, R. 225, 250Mityk, J. 251Mystkowska, H. 247

Nowacki, J. 252Nowacki, T. 278Nowaczyk, S. 253Nowakowski, J. 284Nowicki, M. 263, 264

Ozga, W. 266

Pawlik, M. 254Pielasifiska, W. 226Pletiniarski, B. 243Polaszek, F. 267Poznafiska, T. 255Przybylski, J. 256

Radomski, S. A. 244, 273Radwilowiczowa, M. 237Rudniariski, J. 230Rudzki, J. 231

Seidler, G.L. 274Sekula, I. 289Sosnowski, K. 232Starkiewicz, W. 207Strzelecka, B. 268Suchodolski, B. 233, 234Sutkowski, L. 235Szaniawski, I. 269Szelhaus, S. 285

Trandziuk, S. 279

Weber, J. 286Wieczorek, T. 203Wojciechowski, K. 280Wroczytiski, R. 237Wujek, T. 238

Zabrodzka, H. 290Zielinski, Z. 270Zlemska, M. 239

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