Inaug.-dis.--Breslau. / Lebenslauf. "Literatur": p. 7-8.

Thesis--Krakow. / Bibliography: p. 279-283.

Thesis--Krakow. / Bibliography: p. 279-283.

While the rest of eighteenth century Europe, with the exception of England, was subject to- autocratic rule, Poland enjoyed a rare privilege—that of electing the sovereign . In other respects, however, she was not to be envied. Politically she was no longer of consequence except as a pawn in the hands of foreign interests. Her great nobles and lesser gentry alike were content to bask in the remembered glory of past ages; clergymen were, for the most part, lazy, corrupt and ignorant; yeomen had been reduced to serfdom; there was no army to speak of; the towns were in decline; wars had depleted the treasury and commerce and trade hardly existed. Worst of all was a general apathy combined with devotionalism rather than religious fervour, and the spurious belief that God was on the side of Poland and would take care of her whether the Poles helped themselves or not. For some time, however, thinking men had worried about this state of affairs and many wrote down their ideas on the subject. It remained for a Piarist father, Stanislas Konarski, to attack the very root of the evil—bad forms of government in general, and the iniquitous unanimity principle in particular. His four-volume work, "0 Skutecznym Rad Sposobie" ("On Effective Counsels in Government"), which appeared in the 1760's, not only subjected the problem to minute analysis, but also offered a "prescription" for Poland's ills: but by the time the nation was ready to act on Konarski's ideas it had only a scant four years of freedom left. The fruits of his work were seen only after the First Partition. / Arts, Faculty of / Central Eastern Northern European Studies, Department of / Graduate

UWSPÓŁCZEŚNIENIE: THE CONTEMPORIZATION OF POLISH EDUCATION, POLITICS, AND SOCIETY IN THE ENLIGHTENMENT PERIOD examines the contemporization of educational, governmental, and societal structures that occurred in eighteenth-century Poland. Italian educational models and English governmental models influenced the development of Poland’s structures since the fourteenth century. The introduction and pervasiveness of Sarmatism in szlachta culture during the fifteenth century created the foundation for the szlachta democracy. Continued interference from neighboring rulers coupled with the erosion of educational standards inside Poland contributed to the szlachta’s susceptibility to corruption, which resulted in non-functioning government. Following the Partition of 1772, the Poles employed the assistance of French philosophes in developing revitalized educational and governmental structures. Stanisław Konarski, King Stanisław Poniatowski, Hugo Kołłątaj, Stanisław Staszic, and Michał Wiełhorski fought to thwart Catherine the Great’s attempts to subordinate Poland; the result was the Constitution of 3 May 1791 and the contemporization of Poland’s society during their enlightenment movement.