城市小学的犹太人口在多元文化Częstochowa的战争期间

K. Zalas
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引用次数: 0

摘要

1918-1939年间,Częstochowa是一个多元文化的城市,就像整个第二共和国是一个多元文化的国家一样。不同民族出身、讲不同语言、信仰不同宗教、代表不同文化的人群在其中共存;然而,就宗教而言,犹太人是占主导地位的少数民族。在上述期间,经济发展、领土增长和人口增加,首先是犹太少数民族人数不断增加,因此有必要组织社会文化和教育机构,其中大部分是慈善和慈善组织。1918-1939年的人口结构也决定了城市的教育需求。为了确保犹太人口能够接受义务教育并完成学业,该市当局移交了三所市小学(编号如下:12、13和15),只供这一极少数的成员使用。这些学校是该市初级教育的一个组成部分,因此在寻找合适的建筑、人员和组织方面也遇到了同样的困难。然而,值得指出的是,由于教师在组织教育活动方面的基层倡议,这些学校灌输了尊重所有信仰和国籍的人的精神,以及对国家和当地社区的尊重。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Urban primary schools for Jewish population in the multi-cultural Częstochowa of the interwar period
In the years 1918–1939, Częstochowa was a multicultural city just like the entire Second Republic was a multicultural country. Groups of people different in the aspects of their ethnic origin, speaking different languages, belonging to different religions, and also representing different cultures co-existed in it; nevertheless, it was Jews that constituted the dominant minority as far as religion was concerned. Economic development, territorial growth, and also increase in the population, observed throughout the period referred to hereinabove, and, first and foremost, a constantly increasing headcount of Jewish minority, rendered it necessary to organise social-cultural and educational institutions, the lion’s share of which were charitable and philanthropic organisations. The demographic structure in the years 1918–1939 determined the educational needs of the city as well. So as to ensure that Jewish population could undergo a compulsory education and complete it, the authorities of the city handed over three municipal primary schools (bearing the following numbers: 12, 13 and 15) to be used only and solely by the members of this very minority. The schools in question constituted an integral element of primary education in the city, and, therefore, suffered from the same difficulties with finding suitable buildings, personnel and organisation. It is, however, worth indicating that, thanks to the grassroots initiatives of the faculty in the aspect of the organisation of upbringing activities, these schools instilled the spirit of respect for the people of all confessions and nationalities, as well as for the state and local community.
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