A pedagogical calling
At the time I started work, the Orphanage had already existed for about twenty years - it was almost my age. A bright two-storey building with cellar and attic was located at the far end of a large courtyard, overshadowed by a spreading chestnut tree and a large acacia. On one side, separated by a wall, it bordered a green park which belonged to a factory; on the other, a tall wooden fence beside the courtyard of a block of flats.
Neither on the iron gates opening onto the street, nor on the wall of the orphanage building itself, was there ever a plaque during my time there. I personally disliked the word “orphanage”. Perhaps it is strange or sentimental of me, because when I met my former wards many years later, none of them said that they had ever had similar reservations. I much prefer the name of the similar institution, “Our Home”, or that used after the War: “The Children’s Home”.
The orphanage, as an institution for children, was under the responsibility of the Ministry of Work and Social Care. Their rules declared that the age limits be between seven and fourteen. The institution was originally founded and maintained by a charity called “Help for Orphans”. The Government subsidy was very small. The number of paid staff was minimal in proportion to the number of children and all the demands of running such an institution. I quote from memory: two tutors, the manager of the sewing room, the intendant, the office worker, the washing woman, and the watchman. Before my time, the number of paid personnel was even smaller.
The extraordinary personality of Korczak, as well as the care and energy of his main assistant Stefania Wilczynska were not sufficient to run the orphanage efficiently. I suppose this is what led to the creation of tutors’ positions. The tutors were practically unpaid; however, they received food and accommodation for three or four hours’ work a day. Having tutors enabled the children to get to know many people from different backgrounds, with different interests and areas of knowledge, from different environments in different regions of the country. This provided the children with a chance to get to know life, in accordance with the Doctor's wishes. In addition, the tutorship provided young, poor people from the provinces with an opportunity to study in the capital. Finally, it was a valuable experience for future teachers and educators.
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