Exposition "They are no children, only people"

only people

Human rights start with children’s rights.

only people.

H u m a n

r i g h t s

s t a r t

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c h i l d r e n ’ s

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H m n ights Be in w th hildr n’ R g ts.

„

I’m not here to be loved and admired, but to act and love.

It is not the duty of those around me to help me, but it is my duty to look after the world and the people in it.

Janusz Korczak “Ghetto Diary”, 1942

”

On

the 16th of September 2011 the Parliament of the Republic of Poland established the year 2012 as the Year of Janusz Korczak. This year is special as it marks 70 years since the tragic death of the Old Doctor in the Nazi German extermination camp in Treblinka. It has also been a hundred years since the establishment of Orphans’ Home, at Krochmalna street in Warsaw, a unique educational facility for Jewish children where Janusz Korczak created and developed the pedagogical ideas transcending the standards of his era.

The Orphans’ Home was established by Janusz Korczak together with Stefania Wilczyńska and from its inception to the very end it was shaped as a child-friendly place. A place where the child becomes a human being with the right to decide and evaluate. The Old Doctor was always convinced

that a child is not an object to be cared for but a subject, whose rights and interests should always be respected. The year 2012 marks also the 45th anniversary of the Order

of the Smile. The idea of the Order is, in a way, a realization of the last will of the Old Doctor. Children were given a clear right to speak by means of the Order of the Smile as this is the only award given at t children’s request to those adults for whom the wellbeing and fate of children are always a priority.

The concern for the fate and wellbeing of children, so natural and widespread in our society, can be looked upon as the source of activity and engagement of the Polish people in the issues related to children. In the interwar years Polish society began

to develop Korczak’s conviction that the child is an autonomous person. According to this concept, a young person at a certain stage of development is able to formulate and express his or her own opinions which should be taken into account. A significant aspect of this tradition was evident in the attitude of many Poles during the Second World War. Worth emphasizing here are the heroic deeds of Irena Sendler who saved thousands of Jewish children from annihilation as well as the actions of Maria Anna Tyszkiewicz (the Polish actress known as Hanka Ordonówna), who first in India and then in the Middle East, built and maintained homes for children of the Poles who had left the territory of the USSR with the army of General Władysław Anders. The highest expression of the com-

mitment of the Poles on behalf of children was the effort to adopt the Convention on the Rights of the Child by the United Nations. This document, whose existence is owed to a large extent to our fellow countrymen, remains to this day the world’s most important piece of legislation protecting the rights of the child.

I am convinced that Janusz Korczak and his idea of child subjectivity will be timely for many years after the end of 2012. I receive information about anniversary celebrations being prepared all over the world. Children in kindergartens prepare performances and write poems, elementary school children draw illustrations to Korczak’s books, and high schools organize competitions about Korczak or special tours following the traces of the Old Doctor in Warsaw. Academics have joined these initiatives as well by organizing seminars and conferences to share the knowledge gained during many years of research.

Actively involved are also government departments, Polish diplomatic missions, and NGOs which initiate educational programs, meetings, and exhibitions dedicated to Janusz Korczak. Many books for children and adults are being prepared about the Old Doctor as are the revised texts by Korczak himself. After the Parliament of the Republic of Poland announced the Year of Janusz Korczak,

a powerful Korczak movement has started that now spreads the ideas of the Old Doctor. The most important and most wonderful is the fact that many young people eagerly participate in those undertakings. Thanks to this, the youth become aware

of the respect for their own rights and the rights of others and may pass the message on to their own children in the future. The Year of Janusz Korczak is a time of intensive promotion of children’s rights, so let us not waste a single day throughout this exceptional time.

Marek Michalak Ombudsman for Children of the Republic of Poland

Chair of the European Network of Ombudspersons for Children ENOC (until October 2012)

The exhibition has been prepared AT THE COMMISSION OF THE OMBUDSMAN FOR CHILDREN OF THE REPUBLIC OF POLAND by the Scouts Association Museum in Warsaw in cooperation with the Center for Documentation and Research „Korczakianum” (division of the Historical Museum of the city of Warsaw)

Archival photos from the collection of the Historical Museum of the city of Warsaw (Center for Documentation and Research „Korczakianum), Ghetto Fighters’ House Museum and Emanuel Ringelblum.Jewish History Institute

only people.

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s t a r t

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c h i l d r e n ’ s

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he f ith in t fist k ll r spe t fo the i telle t”

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Janusz Korczak

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Everything accomplished by taming, pressure, force is impermanent, uncertain, unreliable - wrote Janusz Korczak. To this day, fighting violence against children is one of the greatest tasks facing not only the Ombudsman for Children, but the whole adult world.

“Children’s world” free from violence

(the map shows the countries which introduced a statutory ban on violence against children)

Iceland

Sweden Finland

Norway

Latvia

Denmark

Germany

The Netherlands Luxemburg Liechtenstein

Spain

Poland Hungary

Austria

Croatia

Portugal

Atlantic Ocean

Ukraine

Moldova

Romania

Bulgaria

Greece Cyprus

Tunisia

Israel Pacific Ocean

Costa Rica Venezuela

Southern Sudan

Kenya Indian Ocean

Uruguay New Zealand

When we talk about violence against children, let’s not trivialize the problem by reducing it to an indefinable “slap”. Let’s talk about hitting another human being.

The child is a human being.

Children must not be hit - ever!

Marek Michalak

A

nd they will still jerk, push, hit. Sometimes they hit or pull a hand and it seems to them that it is not beating, it does not hurt. Because they call torturing children, beating. When they pound with a belt, hold and bang like criminals, and a child wants out and yells: - I will not do it any more, I will not do it any more.

For such beatings - maybe there is less of it nowadays but it still exists - in the future they will immediately take you to jail. What does the one who is doing the beating feel and what the child feels, I do not know. But we look at it with disgust, outrage, and horror.

Janusz Korczak, “When I Am Little Again”

No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. The use of corporal punishment is prohibited.

The Constitution of the Republic of Poland of April 2, 1997

Whoever strikes a human being, or otherwise breaches his personal inviolability, is subject to a fine, restriction of liberty, or imprisonment The Penal Code (act Penal Code of June 6, 1997)

Persons exercising parental authority and who care for or have custody of minors are prohibited from using corporal punishment.

Family and Guardianship Code of February 25, 1964 Provision added by the act of June 10, 2010 amending the act on preventing domestic violence; it came into effect on August 1, 2010

only people.

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The m uds an f r

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An intelligent educator does not sulk because he doesn’t understand the child but ponders, searches, and asks children. They will teach him how not to be too hurtful – he just needs to be willing to learn.

Janusz Korczak “How to Love a Child”.

”

T

he Ombudsman for Children is authorized to:

initiate proceedings in civil and administrative cases and is involved in them with the same rights as the prosecutor;

2 1 2 1 2 1 0 0 8 e n i l p l e H s ’ n e r d l i Ch

take part in proceeding already in course in cases involving minors – with the same rights as the prosecutor, demand that preparatory proceedings be initiated by a competent prosecutor in criminal cases, ask proper authorities to initiate preparatory proceedings request punishment in cases of misdemeanors; appeal administrative decisions;

examine each case on the spot even without prior notice, at any time of day and night; require public authorities, organizations or institutions to submit explanations or give information as well as to disclose relevant files and documents, including those containing personal data, enter into proceedings before the Constitutional Tribunal initiated on the basis of an application submitted by the Human Rights Defender or in cases of constitutional claims concerning the rights of the child and participates in such proceedings request the Supreme Court to adjudicate cases of divergence in law interpretation with regard to regulations of law concerning the rights of the child, lodge cassation or appeal against a legally valid sentence; also can order examinations and preparation of expert opinions and evaluations submit evaluations and conclusions to relevant public authorities, organizations, and institutions so as to provide effective protection of the rights and the wellbeing of the child and to improve the procedures of solving cases in such matters

apply to competent authorities for legislative initiative or for issue or amendment of other legal Acts.

The authority, organization or institution addressed by the Ombudsman shall be obliged to cooperate and support him, in particular by providing access to files and documents of the case in question and by providing explanations concerning legal and factual bases of their decisions.

The oath of Ombudsman for Children: “I solemnly swear that in performing the duties entrusted to me as the Ombudsman for Children I shall be faithful to the Constitution of the Republic of Poland, I shall safeguard

the rights of the child, being guided by the provisions of Law, the wellbeing of the child, and of the family. I do swear that I shall impartially, with utmost diligence and care perform the duties I shall be entrusted with, that I shall protect the dignity of the office I shall be entrusted with and that I shall keep the legally protected matters in strict confidence.”

The oath may be taken with the sentence “So help me God” added at the end.

The Children’s Helpline of the Ombudsman for Children Beginning on November 20, 2008, the Children’s Helpline of the Ombudsman for Children is in operation. The helpline 800 12 12 12 is free and any young person who has problems at school or at home or is a victim of violence, may call for help. The consultants also advise on how to help peers who are in trouble. They offer support or a simple conversation The line operates from Monday to Friday, between 8:15 a.m. and 8:00 p.m..

Office of the Ombudsman for Children ul. Przemysłowa 30/32 00-450 Warsaw tel. 0048 22 583 66 00 Children’s Helpline: 800 12 12 12

www.strefamlodych.pl

rpd@brpd.gov.pl

www.brpd.gov.pl

only people.

H u m a n

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The m uds an f r

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hi dr n

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…these few cases were the cornerstone of my education as a new, “constitutional “ educator who does not harm children because he likes or loves them, but because there is an institution which protects them against the lawlessness, the tyranny, and the despotism of educators.

”

Janusz Korczak

The Polish Constitution Article 72

1. The Republic of Poland shall ensure the protection of the

rights of the child. Everyone shall have the right to demand of the public authorities that they defend children

against violence, cruelty, exploitation, and actions which undermine their moral sense.

2. A child deprived of parental care shall have the right to care and assistance provided by public authorities.

3. Public authorities and persons responsible for children, in the

course of establishing the rights of a child, shall consider and, insofar as possible, give priority to the views of the child.

4. The competence and procedure for appointment of the

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The Ombudsm an shall be ap pointed by the Polish Par liament upon approval by the Senate, on a motion prop osed by the Marshal o f the Parliame nt Marshal of th e Senate or a group of at least 35 Me mbers of Parliament or at least 15

senators.

Ombudsman for Children shall be specified by a statute.

What does the Ombudsman for Children do? safeguards the rights of children as set forth in the Constitution of the Republic of Poland, the Convention on the Rights of the Child, and other regulations of law, with respect to the responsibility, rights, and obligations of parents. is guided by the best interest of the child and shall take into consideration that family

is the natural environment for the child to develop

provides disabled children with special care and help. promotes the rights of the child and ways to protect them. cooperates with competent authorities, organizations or institutions to take measures to protect the child

n m s d u b m O e h t f o e c i ff o The term of y a m n o s r e p e m a s e h T . s r a e y e v i f e b l l a sh n a h t e r o m r o f n a m s d u b m O e h t e b t no e c i ff o f o s two term The Ombudsm an acts for th e rights of the in particular: child, the right to lif e and protecti on of health, the right to be raised in a fam ily, the right to ad equate social c onditions, the right to ed ucation.

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Korczak’s Message and the Idea of Scouting The Polish Scouting Association includes 61 groups named after Janusz Korczak. These are mainly sections and troops, but also four scouts camp centers and one Academic Instructors’ Circle. There are 12 groups of “Nieprzetarty Szlak” (Unblazed Trail Scouting Troups) operating under Korczak’sauspices.

Duty and Brotherhood Throughout his entire life, Janusz Korczak was faithful to the idea of helping the child and the child’s cause. Working with children was, as he stated himself, happiness, not a sacrifice. He based his duty to the child on his faith in the human being and on optimism. Duty is an important part of the scout’s education. Its essence is fidelity to values and, as a result, with a proactive approach to challenges and tasks, from those applying to other people, through “the little motherland,” and all the way to a wider scale, depending of course on the development capabilities of the individual and the team. Duty combi-

nes with brotherhood, which requires openness to the other person, and a kind, even friendly, treatment of others.

Self-development

For Korczak both the child and the educator were important and from both he expected auto-creation. When speaking to an educator Korczak would point out that

before he gets acquainted with the children, before he defines their rights and responsibilities, he has to get to know and educate himself first. Kor-

czak himself reflected upon his own pedagogical actions; he was not free from tensions and questions about their correctness.

Already a cub scout „tries to be better and better”. Constant auto-creation, constant

“climbing” thanks to undertaken activities is a rule and a feature of the scout’s way of life. In the methodical system, there are many ways of stimulating self-

development, beginning with scout ranks, through stars and merit badges obtained by cub scouts, and ending with the creation of special orders awarded in certain scout groups.

Method The bases of the Old Doctor’s actions and influence were filled with the positive spirit so clearly visible in scouting. Korczak emphasized the importance of seeing the strengths of every child (who can be smeared all over but not dirty). He believed that a change for the better is always possible and that is why the code of the Children’s Court at the Orphans’ Home was dominated by “forgiving” articles. Korczak treated

every child in an individual way, with respect for the child’s humanity, with concern (which he also expected from others) about the opportunity for the potential development of an individual.

He often pointed out the reciprocity, present also in scouting, of the interactions between the child and the educator, that is, the fact that both participants in the process of education develop thanks to this contact and actions. He applied it also to himself: “I became convinced

that we can learn a lot from children“.

ZHP - the Polish Scouting Association - is also involved in important projects – such as participating in the efforts to adopt the Convention on the Rights of the Child, or the membership in the International Chapter of the Order of the Smile. Polish scouts were also involved in founding the Komitet Ochrony Praw Dziecka (The Committee for the Protection of Children’s Rights).

Komitet Ochrony Praw Dziecka (The Committee for the Protection of Children’s Rights)

The Committee for the Protection of Children’s Rights, the first post-Korczak nongovernmental initiative aimed at protecting children’s’ rights, was founded in 1981 by professor Maria Łopatkowa along with a group of people involved in helping children. Currently there are 23 units of the Committee all over Poland where children and their families are provided with free professional assistance. Psychologist Mirosława Kątna has been the Chairperson of the Committee for the Protection of Children’s Rights for many years now.

The aim of this organization is to counteract and prevent all signs of harming children and to help families in difficult situations. The Committee is inspired

by Korczak’s ideas and tries to popularize them among parents, caregivers, and the children themselves.

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Knights of the Order of the Smile Up to the present day, children from around the world have honored almost 1000 people from over 40 countries worldwide with the Order of the Smile.

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mong the Knights of the Order of the Smile are personalities such as:

Pope John Paul II and the 14th Dalai Lama of Tibet, Mother Teresa of Calcutta, Nelson Mandela, Tove Jansson - the

creator of Moomins and Astrid Lindgren - the author of Pippi Langstrum, Queen Sylvia of Sweden, Princess Anna, Saudi Arabia’s King Abdullah bin Abdulaziz Al Saud, wife of Katar’s emir Sheikha Moza Bint Nasser, writer Ewa Szelburg-Za-

rembina, Peter Ustinov, Steven Spielberg, Majka Jeżowska and Eleni, Marek Kotański – the founder of Monar and Markot, Maria Łyczko –

the creator of the “Unblazed Trail” scout troops,Prof. Jadwiga Bińczycka – the creator and honorary chair of the Janusz Korczak Polish Association, as well as Joanne Rowling - the author of a series of novels for children and young people about the famous wizard Harry Potter. The Order of the Smile was also awarded to Irena Sendler, who during World War II saved the lives of 2,500 Jewish children. All

i Lama

, the 14th Dala e il m S e h t f o Order Knight of the lemon juice f o p u c a g in k drin

Knights share great hearts, a concern for the fate of the youngest, and a respect for all children’s rights.

The Order of the Smile was also awarded to, among others: Ewa Błaszczyk Wanda Chotomska Anna Dymna Krystyna Feldman Alina Janowska Otylia Jędrzejczak Ludwik Jerzy Kern Prof. Hilary Koprowski

Pope John Paul II receives the Order of the Smile

Jacek Kuroń Irena Kwiatkowska Cezary Leżeński Prof. Maria Łopatkowa Małgorzata Musierowicz Janina Ochojska Prof. Zbigniew Religa Danuta Rosner Irena Santor Alfred Szklarski

I appoint you the Knight of the Order of Smile and I demand that in spite of the winds and storms you be always cheerful and bring joy to children.

Fr. Jan Twardowski Oprah Winfrey Marian Woronin

D

ear Chapter! We are writing to ask you to award the Order of the Smile to

troop leader Ela from our school. Troop leader Elżbieta Drygas [...] is a creator of a theatre for children and of the authorial school “Łejery” in Poznań. [...]

Our school is the greatest in the world. [...] Troop leader Ela is our great friend. [...] She never leaves anybody without help. She is great! She climbed a tree once to get a ball and she was wearing a skirt then! [...] We all love troop leader Ela. She can swim across the lake. She is very brave. She is long in the tooth but still acts as if she was very young.

(An excerpt from a letter of request to award the Order of the Smile to Elżbieta Drygas)

The ceremony of awardi

ng the Order of the Sm

ile to Irena Sendler

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The Award Ceremony of the Order of the Smile The award ceremony of the Order of the Smile takes place during an official gala, with numerous children and youth in attendance. During the first part, the laureates are decorated, in the second part – amateur children’s groups or professional artists take the stage. On that day, there is no end to chatter, laughter, applause, and emotions.

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Children - are the future people. So they will only be later, so it is as if they were not here yet. And yet here we are: we live, we feel, we suffer. The years of our childhood - they are the real years of life.

Why and what for do they make us wait?

(Janusz Korczak “When I Am Little Again”)

he awarding ceremony of the Order of the Smile is always very solemn. Members of the Chapter of the Order of the Smile take part in the awarding ceremony. One or several Members of the Chapter appoint the Knights of this sunny order according to the following ceremonial: A decorating person, such as the Chancellor or Member of the International Chapter of the Order of the Smile stands on a stage with a herald on his or her right side. The herald holds a spear with a smiling sun. On the other side of the decorating person stands a child with a tray on which lies an order, a membership card, and a rose. At a given signal for the starting of the ceremony, the herald strikes the floor thrice with the spear and cries loudly into the audience, among which the Laureates sit:

Herald: Listen! Listen! Listen!

The representative of the Chapter: Has Jan Kowalski come here?

Kowalski (laureate): I am present.

The Laureate is brought on stage by the accompanying children. During this time, fanfares play and the audience usually applauds. Everything quiets down when the Laureate stands in front of the Member of the Chapter.

Chapter Representative: In the name of the Children of the World, the International Chapter of the Order of the Smile has decided to award you the sunniest of all awards (he or she pins the order).

I appoint you, Jan Kowalski, (strikes him on the left shoulder with a rose) the Knight of the Order of the Smile and I demand that in spite of the winds and storms you are always cheerful and bring joy to children.

Kowalski (laureate): I promise to be cheerful and bring joy to children.

A cup-bearer brings a goblet on a tray and turning to the audience says: Sour lemon in a goblet. We will check how the Knight of the Order of the Smile deals with it.

The laureate takes the goblet, drinks and tries to smile brightly.

The Statute of the International Chapter of the Order of the Smile The International Chapter of the Order of the Smile is an independent Association, self-governed and apolitical, whose main objective is to reward people serving the youngest ones, people who with their activity and life translate into action the idea – “children above all.”

The International Chapter of the Order of the Smile brings together in its ranks people who ensure an independence of opinions, objective assessments, fair judgements and the civil courage which allows to counter any external pressure.

In order to maintain indisputable independence of the Chapter of the Order of the Smile, the ordinary and honorary membership of the Association is for life.

The International Chapter of the Order of the Smile, open to friends of the youngest ones of all countries of the world, serves children regardless of their

place of residence, nationality, religion, or color.

Photo of: Cezary Leżeński who was for many years the Chancellor of the International Chapter of the Order of the Smile

The meeting of the International Chapter of the Order of the Smile

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The Order of the Smile The Order of the Smile is 45 years old! An unusual distinction, it is unique in the world, in that it is awarded solely at the request of children. Its establishment is an important part in shaping the subjectivity of the child, for which Janusz Korczak advocated so strongly.

So we live side by side but not together. It is as if there were two different lives: theirs serious and worthy of respect and ours - like a joke because smaller and weaker, so as if only a toy. Hence the disregard.

(Janusz Korczak “When I Am Little Again”)

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hildren are the ones who must first recognize that an adult is characterized by something unique and worth promoting and then convince with their arguments the members of the International Chapter of the Order of the Smile, this sunniest order of all.

The history of the Order of the Smile dates back to the 1960s and a TV bedtime program with puppets called “Jacek and Agatka”. The author of the story, writer Wan-

da Chotomska, mentioned in an interview in “Kurier Polski” the idea of some young patients she had recently visited to give an order or a medal to Jacek. The journalist conducting the interview passed the story on to her boss, the editor in chief Włodzimierz Karwan who in turn got the idea of creating a children’s order with which young people can reward adults. After all, it is children who know best who their true and best friends are, those who give them their hearts and joy. Indeed, no one anywhere has determined that only adults have the right to award various orders. That’s how the idea of the Order of the Smile was born.

Forty-four thousand letters were sent in for the competition for the design of the order! In all of them children supported the idea of establishing such a decoration and also wrote or drew what it should look like. The shapes indicated most often were the heart and the sun. The jury chaired by the eminent cartoonist Szymon Kobyliński chose the project of the 9-year-old Ewa Chrobak from Głuchołazy, depicting a smiling sun, which today appears on the decoration.

The first meeting of the Chapter of the Order of the Smile was held in the autumn of 1968 to deal with the verification of applications. Its first president was the famous and beloved children’s writer, Ewa Szelburg - Zarembina, and the first Knight of the Order of the Smile - Prof. Dr. Wiktor Dega, a world-renowned orthopaedic surgeon from Poznań, to whom thousands of children owed their health and sometimes even their life. During the solemn decoration, he was appointed with a red rose, and he had to drink a cup of sour lemon juice and immediately smile. The ceremony continues in this way until today. Since then, the Chapter has been meeting twice a year to select new Knights of the Order of the Smile.

In 1979, the International Year of the Child as declared by the United Nations, UN Secretary-General, Kurt Waldheim, granted international importance to the Order of the Smile. This was due to the efforts of Cezary Leżeński, an eminent writer, journalist, and Chancellor of the Chapter at the time.

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The Convention on the Rights of the Child The Convention on the Rights of the Child, called the World Constitution of Children’s Rights, was unanimously adopted by the General Assembly of the United Nations on November 20, 1989.

It is a basic legal act, which is used by numerous institutions and individuals taking action to protect children’s rights. It was - and still remains - the most important Polish international initiative in the field of human rights’ protection.

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n 1978, Poland put forward to the UN Human Rights Commission the proposal to adopt the Convention on the Rights of the Child and submitted a project which was later twice modified. It was based on the philosophical and educational concepts of Janusz Korczak and was a point of reference for the ongoing 11 years of work on negotiating the final text of the document. The Convention entered into force on September 2, 1990, upon signature by 20 countries. Based

on the Convention, the United Nations Committee on the Rights of the Child - a body supervising the implementation of the Convention by the countries which ratified it, was established. As of

today, it has been adopted by 193 countries. The Republic of Poland signed the Convention on January 26, 1990, and the ratification process ended on July 7, 1991.

When talking about children’s rights, one must be aware that the Convention was not written to juxtapose children and adults. A long-term goal of this

document is to contribute to the building of a better world, full of kindness, respect, and understanding. A world in which children feel loved and are surrounded by good and wise care.

A particularly important feature of the Convention on the Rights of the Child is that the child is treated in it as a citizen, as a subject of the law. Today there is no doubt - the child is a citizen - just like an adult. Human rights are vested in every child, regardless of whether anyone wants it or not. These rights are inborn, which means that everyone who came into the world as a human being has them.

The realization of children’s rights also involves the imposition of legal obligations on parents and caretakers of children (primarily the duty of education and support), and on the state authorities to help parents and caregivers. Therefore, the Convention requires the authorities to maintain, for the proper development of children, such institutions as schools, kindergartens, community centers, playgrounds, libraries, clubs, health centers, hospitals, and others.

The Convention would be superfluous if all children lived in happy families and met only good people in their lives. Unfortunately, this is not the case. Many children become victims of violence. The Convention obliges state authorities to firmly oppose all forms of violence. Each year, the number of adults who

manifest an increasing sensitivity to the suffering of children is growing.

In Poland the Ombudsman for Children safeguards the rights of children as set forth in the Convention on the Rights of the Child

The importance of respecting children and their opinions was the main message of the Polish writer, doctor, and educationalist, Janusz Korczak, whose teachings came to inspire the drafting of the Convention.

Thomas Hammarberg, the Commissioner for Human Rights of the European Council

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UNIC F One of the largest organizations in the world which seeks to ensure the respect of the rights of all children. Its activities are based on the Declaration of the Rights of the Child; it also contributed, to a large extent, to the adoption of the Convention on the Rights of the Child.

In 1946, at the initiative of a Pole, Ludwik Rajchman, the United Nations established UNICEF - United Nations Fund for Children. In 1953, the organization became a permanent UN agency and extended its activities to all continents.

In 1962, it established an office in Poland - it was the first National Committee in the eastern part of Europe.

UNICEF’s main objectives are: child care in the first years of the child’s life fight for equal access to education for girls and boys

protecting children from exploitation and discrimination prevention of transmission of HIV the care for children sick and orphaned due to AIDS, and the promotion of children’s rights on local and international forums.

In 1965, UNICEF was awarded the Nobel Peace Prize. © UNICEF/NYHQ2011-1343/Holt

Currently the organization operates in over 190 countries, fighting hunger and malnutrition by providing access to clean water, protecting children’s rights to education and life free from violence. UNICEF also organizes medical care, supplies medications, carries out vaccination programs, and helps the victims of natural disasters and armed conflicts. Thanks to donors from around the world, it helps 7 million children every year.

We’re fighting to ensure that children’s matters are at the forefront of the activities of global decision-makers, as well as of national and local authorities.

After the political transformation of 1989, the role of the Polish National Committee for UNICEF has also changed. Since 2002, the organization has focused on projects in developing countries. In the last 5 years, the aid from Poland reached, among others, Sierra Leone, Pakistan, Ethiopia, Congo, and Haiti. In addition, an important task of UNICEF in Poland is to disseminate the provisions of the Convention on the Rights of the Child (adopted by the UN in 1989) to the general public. Therefore, the organization collaborates with educational institutions such as schools, kindergartens, and universities. It conducts numerous educational projects, which aim to raise awareness among children and adolescents about their rights, to sensitize them to the situation of their peers in developing countries, and to develop an attitude of openness and tolerance.

© UNICEF

© UNICEF/NYH

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The Declaration of the Rights of the Child The Declaration of Geneva, the Declaration of the Rights of the Child and the ideas of Janusz Korczak are the fundamental inspirations for the most important document which currently defends the rights of children: the Convention on the Rights of the Child, adopted at the initiative of Poland.

The Declaration of Geneva Adopted in 1924 by the General Assembly of the League of Nations. The international community recognized then that “humanity should give the child all the best it has” and that everywhere, regardless of race, nationality and religion:

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The child must be given the means requisite for its normal development, both materially and spiritually.

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The child that is hungry must be fed, the child that is sick must be nursed, the child that is backward must be helped, the delinqu-

ent child must be reclaimed, and the orphan and the waif must be sheltered and succored.

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The child must be the first to receive relief in times of distress.

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The child must be brought up in the consciousness that his or her talents must be devoted to the service of its fellow men.

The child must be put in a position to earn a livelihood, and must be protected against every form of exploitation.

Janusz Korczak was one of the signatories of the document, but eventually came to criticize it. He believed that the adopted provisions did not take into account the individual, wholly valuable human being in every child.

The [children’s] court may become the nucleus of emancipation of the child: it leads to a constitution, makes unavoidable the proclamation of the declaration of the rights of the child. The child has the right to have his or her issues taken seriously and considered fairly. Until now, everything depended on the good will and the good or bad mood of an educator. The child had no right to protest.

We need to put an end to despotism.

Janusz Korczak

The Declaration of the Rights of the Child Adopted in 1959 by the General Assembly of the United Nations. It broadens the scope of the protection of children and in 10 important points puts forth the following:

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2.

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Equal rights of every child.

The right to conditions necessary for a comprehensive

development.

The right to a name and a nationality from birth.

The right to protection and medical care of mother and child.

Special obligation to care for the handicapped child.

The right to love, understanding, and safety, and the right to

welfare for children without parents.

The right to education, recreation, and sports, serving a full development of personality.

Priority of the child to receive protection and assistance.

The obligation to protect against neglect, cruelty, and exploitation.

The right to protection against discrimination and the right to an education in the spirit of tolerance and respect for other people.

These rules followed from the general standards contained in the Universal Declaration of Human Rights (adopted by the UN in 1948), as well as from the belief that a child, being vulnerable and dependent on the adult world, should be surrounded by special care.

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Korczak: Still Ahead of his Time To Janusz Korczak You were so good that amidst the life of trouble if you haven’t not worked miracles, it was only out of modesty.

You were a Jew, you did not carry the cross but I, a priest, approach you in humility.

I look moved at your photograph to live and die like you I cannot.

All of my most dramatic war experiences, such as torture in the Pawiak prison, and then in the Gestapo headquarters at Szucha Avenue, the dying youth in the insurgent hospital where I was a nurse, did not make such an impression on me as the sight of the procession of Korczak with the children walking calmly to meet their death.

Irena Sendler

Father Jan Twardowski

hildren

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, 1938/39 e m o H ’ s n a h front of the Orp in s r o t a c u d and e

Modest in his judgments about the universe, deeply committed to the principles of ethics without sanctions, he also shows us the riddle of the indeed superhuman

*** Czesław Miłosz [...] The Old Doctor understood the great truth about man, he wrote “there is no such thing as children – there are people” and that every child is born a poet because he loves and that the world will only be better when there will no longer be nobody’s children

power of love.

Irena Conti Di Mauro

It is very important to be aware of what the rights of the child are. It’s not just about paragraphs. It seems that Korczak expressed it perfectly. Although decades have passed since his death, Korczak is still ahead of his time. Humanity has not yet reached the level that Korczak expressed in his works.

He still has something important to say to the whole Europe.

Thomas Hammarberg, the Commissioner for Human Rights of the European Council

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Serious and Funny Talks How did he talk, explained, reason? It’s too late to tell. Unfortunately, no recordings of the “Old Doctor’s Talks” survived, there are only memories of Korczak’s pupils and some published texts.

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n ”Playful Pedagogy” (1939) we can find descriptions and dialogues – disputes, instructions, banters with children, and a great dose of humor. Such as the following description of a game of volleyball with Korczak as a sportscaster: ”Volleyball. Match. Triumph. Defeat. Games. Match. Volleyball, ladies and gentleman. They play. Games, representation, elite. High level. Fast pace. Situ-

ation. Clear technical lead. High ambition. Excellent trim. They play. They play, they play. […] Ah, the beast! That was really beautiful. I do not know how to describe it: we need television here.” (“Sport Commentary”)

In contacts with children he became a child himself – curious, questioning, pugnacious. However, as an adult Korczak could both give an all-embracing answer to a question of an attendant in a duty diary and at the same time debate on “wheth-

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re Korczak with child

er a frog can have a runny nose? Whether you will become blind when you look at lightning? What is stronger, a shark or a crocodile? Are

ans’ Home, 1938 h rp O e th f o t n o fr and educators in

there toxic trees? Is it far to the city?” […] then there was a discussion on whether it is more pleasant to cough or to yawn; what is more bothersome: a cough, hoarsness or hiccups; what is worse a toothache, or a stomachache, freckles or mosquitoes? We decided right there in the boat to form a Learned Society.” (“Excursion”)

r Home, 1930s u O f o t n o fr In

Korczak did not lose his sense of humor even when he was a bit or very nervous: “You have to manage somehow. I have various means in my pedagogical arsenal, in my, so to speak, educational pharmacy: from mild kvetching and moaning through growling and chiding all the way to the forceful talking-to. I have also extensively developed my pharmacopoeia. Sometimes all it takes is: “Well, you know” – and the head hung sadly – the pendulum movement [...]. But more often you have to reach into the jar of strong, upbraiding words and phrases. [...] You know: I noticed

that if you constantly use the same expressions, the effect drops and the efficacy wears off. [...] It is quite different when I thunder: “Oh, you

- motorization, you lux-torpedo, hurricane, you perpetual motion.” (“Megierka”)

I should like to finish with the... But let’s stop here.

– The headline Playful Pedagogy – an obligation.

Janusz Korczak “Playful Pedagogy. My holiday. Old Doctor’s Radio Talks”

“I avoid monotony, renew the repertoire, I use different fields. From ornithology: “Ah, you rook!”; from musicology: “You flute, you xylophone!” Never in advance can you predict what will help. I knew a rascal – I try this and that – nothing. I thunder with nouns – nothing, until once: “Oh, you f-major.” He became quiet as a mouse for an entire day, like a mouse under a broom. [...] Or I want to sleep, and he’s just having fun – playing train, the police, Kiepura, war, bandits. Can’t ignore it. I stand him up and say: “Oh, you, the ordeal by fire of my patience, you, the cornerstone of my perseverance, you, the chronic obituary of my golden peace and freedom.” He looked, understood in his own way, because then he says: “Oh, well, I will play with blocks then.” [...] I do not say: “How many times do I have

to tell you.” [...] No: “How many times” – monotonous, poor, irritating. Or “stubborn, stubborn.” No – better: “You, sabotage, you strike – strike

Italian style, occupation, lockout, you negativist, you dissent, you Liberum Veto.” (“Megierka”)

Notes of Jadzia Wajnsztokówna from Orphans’ Home, with Korczak’s remarks 1931

Our Home, 1930s

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Books and Journalism for Children Korczak wrote several dozen books for children and adolescents, in which he touched upon issues important to them. Together with them, he co-edited the newspaper “The Little Review”, established in 1926 and in the years 1934–1936 and 1938–1939, he delivered the so called: “Talks of the Old Doctor” on the Polish Radio.

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listened carefully, tamed fears, explained difficult matters, shaped the imagination, and gave a sense of security. He claimed that it was a way

ot everyone can talk to children. He

of bringing children up, teaching them about the world, human relationships, transferring important attitudes and patterns. At the same time, he prompted adults with topics and ways of talking to children. For the youngest a lullaby, like this: „Lulu. One. Lulu. Two. Lulu. Three. (...) Quietly – quietly. The child is asleep. He’s in bed – is asleep. A child is lying in bed – he is asleep. The eyes are asleep.

And what else? The ears are asleep. And what else? The mouth is asleep and is not speaking. The eye is asleep and cannot see. The

ear is asleep and cannot hear. And is the nose sleeping? Yes, the nose is asleep. It is asleep, too. And the nose too. (...) Lulu. One. Lulu. Two. A child is lying in bed – he is asleep. (“Lullaby”, in: “Child and Mother”, 1938) And for the older children – a fairytale, a conversation, a story.

Korczak understood perfectly well the importance of stories for children in shaping the personality and taming the world: „It is pleasant to (...) dream of travels and adventures, to dream that one is a renowned chief or gives money to the poor, or that one is a scholar, poet, singer, or a humble teacher, respected and loved by people. In daydreams not everything is successful, there are obstacles, difficulties, even fighting and danger. But obstacles are pleasant in daydreams because thanks to them a self-told story is longer, because you can always win and everything will end well.” (“Rules of Life”, 1929) Every time he insisted that the child should be treated with respect and seriousness, even when telling a story: „A child wants to know, whether you saw something yourself or know it from others, how do you know; he wants the answers to be short and decisive, clear, unambiguous, serious, honest. „ (“How to Love a Child. The Child in the Family”, 1918)

„If you start telling a story, do not try to finish it. A story may be a prelude to a conversation, it can be interspersed with conversation.”

(Janusz Korczak “Playful Pedagogy. The Old Doctor’s Talks”, 1939)

There were no taboos in his books. In a fairytale convention, he touched

upon topics of death, loss, and the rights of a little man on equal terms with the rights of adults, for example: „If the king dies, his eldest son takes the throne. – Well, yes, but (...) Matt doesn’t even know how to write yet. – That is a problem – said the Minister of Justice. – Nothing like this has ever happened before in our country, but in Spain, Belgium, and other countries, kings have died and left small sons. And that little child had to be the king.” (“King Matt the First”, 1922) In

Korczak’s texts, children could also find well known situations from the school reality: „At the very beginning, Jack sat down on the first

bench. And it was just restless, because after the summer vacation it cannot be immediately calm. Well, and they just made the teacher angry. As many as three of them stood in the corner. In general, nothing went well that day.” (“Bankruptcy of Little Jack”, 1924) He always tried to accompany the child in his affairs – both joys and sorrows, to support him and educate at the same time. Therefore, even in his last notes written in the Warsaw Ghetto, he advised adults: „Do not refuse, if the child asks for a repetition of the story again and again, and again the same one. (...) The

same story repeated endlessly – is like a sonata, a beloved sonnet, like a sculpture, without the sight of which the day becomes colorless.” (“Ghetto Diary”, 1942)

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ed go y f r he Y u g st nes Learning and fun, responsibility and freedom, seriousness and joy. Bringing up a child makes use of various methods and experiences, with full respect for the individuality of children.

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dults are reluctant to grant children a right to anything, they treat them either too leniently, or burden them with exaggerated expectations: “Play is not only a child’s element but the only area where we allow him to show initiative in a narrower or wider scope. When playing, the child feels to some extent independent. Everything else is fleeting grace, a temporary license but a child is entitled to play.” (“How to Love a Child. The Child in the Family”, 1918) Meanwhile, a child can in his rights and obligations combine carelessness with seriousness because: “A child has the future, but he also has a past; memorable

events, memories, many hours of most important single consideration. Not differently than we do, a child remembers and forgets, values and ignores, reasons logically - and errs when he does not know. Trusts and doubts judiciously.” (“Child’s Right to Respect”, 1928)

And he is therefore also responsible – for himself and for others.

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n the Orphans’ Home and later in Our Home, Korczak introduced innovative educational solutions – parliament and children’s court. He argued: “Different people are together. This one small, that

one large, one strong and one weak. (...) The court shall ensure that the big one does not hurt the small one and that the small one does not disturb the older one. That the wise one does not exploit, ridicule or jeer. That the quarrelsome one does not bother others, but also that he is not teased. That the cheerful one does not make fun of the sad ones. The court must ensure that everyone has what he needs, that no one is unhappy and angry.” For these reasons, the children’s court according to

Korczak: “May become a nucleus of equal rights of the child, leads to a constitution, forces to announce a proclamation of the rights of the child. The child has the right to have his issues taken seriously and considered fairly.” Anyone could take everyone, including him-

self, to court. Korczak wrote: “Within six months I took a case to the court against myself five times. One time, I pulled a boy’s ears, another time I threw a boy out of the bedroom, yet another time I placed a child in the corner, once I offended a judge and once I accused a girl of stealing. (...) Every time, I submitted extensive, written testimony.” (“How to Love a Child. Orphans’ Home”, 1920)

ur Home O e h t m o r f Children the 1930s in e g a n a h p r o

The tailor’s workshop at the Orphans’ Home, 1940

A child cannot think ‘like an adult’, but can think about serious problems of adults in a child’s way.

Janusz Korczak, “How to Love a Child. The Child in the Family”, 1918

The court’s activity was based on forgiveness, because the court gave a chance to improve. There were 99 initial paragraphs of acquittal of the accused. The majority of penalties were not strict: “They do not beat, do not close anyone in dark sheds, do not deprive anyone of food, or even fun. The sections of our code serve

only as a warning and a reminder. They say: You have done badly, wrong, very wrong. Do your best, watch yourself!” (“Newsletter of Our

Home”, 1920) Korczak was, however, aware of the imperfections of administrative systems. To children, who wrote to the Little Review on the problems with the operation of the local government at school, he replied: “We must warn you that (...) there will be many errors and deficiencies that only school youth who knows best its own needs, concerns and grievances, obstacles and disappointments, advantages and disadvantages, can fulfill and improve.” (“The Little Review”, 1927, No. 50) He always trusted in

the wisdom of children and their self-governance, he believed that raised in such way, they will be able to shape a better world.

Dr. Korczak, by ed ct u d n co a tr es Orch ritten signature, w d an h is h h it w o ot h ap Orphans’ Home, 1923 e th of t on fr in n ke ta

Boys at the summer camp in Różyczka in the 1930s

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Training Educators and Teachers A precursor of the struggle for the rights of children, especially those poor, orphaned, and difficult. His theory of education included teaching both children and their caregivers.

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rom early youth, Korczak was interested in social and educational activities. In the1920s, his name was already mentioned next to those of Helena Radlińska, Maria Grzegorzewska, Stanisław Karpowicz, and Marian Falski. He was among the members of the Educational Commission of the Ministry of Religion and Public Education and he taught educators and teachers.

In his publications, he emphasized the primary role of respect for each person - an adult or a child. He stood on the side of the youngest and weakest ones and fought for respect of their rights: “Our chil-

awer, 1933/34 W a, zk yc óż R in aff st p Korczak with the cam

An educator, advocate of the cause of the child, the defender of those young, small, and weak.

Janusz Korczak “Educating the Educator by a Child”, 1926

dren are not allowed to live according to their own will and reason. They are constantly being prepared for the future life, when they grow up. And in the meantime, they are oppressed, limited in their rights. It is all for the sake of their upbringing and protection but in fact – for our own benefit and convenience.” (“Illusion”, in: “Dos Kind”, 1937) Adults often do not treat the child well, trampling his or her dignity: “The experience of a few improper questions, failed jokes, betrayed secrets, carefree confidences teaches the child to relate to adults as to tame, but wild animals, who can never be trusted”. (“How to Love a Child. The Child in the Family”, 1918) Korczak believed that it was the result of a lack of sensitivity and respect for the other human being, meanwhile: “Years of

work confirmed, more and more conclusively, that children deserve respect, trust, and kindness, that it is pleasant to be with them in the serene atmosphere of gentle feelings, merry laugh, fresh first efforts and surprises, clean, bright, lovely joys that work is fresh, fruitful, and beautiful.”

He appreciated the self-awareness of the youngest and built on it the understanding between a teacher and a pupil: “The child is a rational being, he knows the needs, difficulties and obstacles of his own life very well. Not despotic order, imposed rigors and distrustful control but tactful understanding, faith in experience, cooperation and coexistence.” (“Child’s Right to Respect”, 1928) As a pedagogue, Korczak stressed the need to constantly ask oneself questions, learn from mistakes, observe: “Parenting a child is not a pleasant game but

a task into which one must put the effort of sleepless nights, the capital of hard experiences and a lot of thought.” (“How to Love a Child. The

Child in the Family”, 1918) He paid attention to the role and the behaviour of caregivers: “One who is indignant, who sulks, who has a grudge against the child for being who he is, who he was born to be or what experiences he was shaped by, is not an educator.” (“Theory and Practice”, 1925) He repeatedly pointed out mistakes to adults, saying that they can learn a lot from children: “A bad educator believes that children should indeed not make noise, or stain clothes but conscientiously cram grammatical formulas. A wise educator does not sulk when he cannot understand the

child but thinks, looks for answers, asks children. They will instruct him not to hurt them too badly - as long as he wants to learn.” (“How

to Love a Child. Dormitory”, 1920) And he added: “I want it understood that no book, no doctor will substitute a vigilant thought, one’s own attentive perception.” (“How to Love a Child. The Child in the Family”, 1918)

Korczak with teachers in Kibbutz Ein Harod in Palestine, 1934

Korczak with the camp staff in Różyczka, Wawer

Children in Różyczka, 1928

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are Ho es fo Ch l r n Korczak worked as an educator and a physician in the homes for orphans. Until the last moments, he helped the youngest ones and tried to believe in the deepest human values, which he put forward as a model for them during his many years of teaching.

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n 1912, Janusz Korczak became the director of the Orphans’ Home at 92 Krochmalna St.; beginning in 1919, he was also involved in the educational work at Our Home, originally located in Pruszkow, and after 1928 in the Bielany district of Warsaw. In both institutions – along with Stefania Wilczyńska and Maria Falska - he pursued his original educational program. He devoted the most attention to the care of children and children’s rights, education for self-reliance and responsibility for self and others.

The Orphans’ Home, 92 Krochmalna St. (now 6 Jaktorowska St.), the1920s

He wrote about the Orphans’ Home when it was still under construction: “Ah! New home, there will be miracles there. It will be heated not with stoves but iron pipes; lit up not with oil lamps but some lightning bolts and wires; the roof will be made of glass, or perhaps gingerbread, maybe chocolate. (...) Everything the soul desires will be allowed. Because the Doctor and Miss Stefa will live with the children. Finally!” (“Orphans’ Home weekly”, 1913) Indeed, it was a modern building, designed for over 100 children. Among various rooms, there were bedrooms, a dining room, rooms for the school and workshops. We can learn about the events in the Orphans’ Home and Our Home from the newsletters, which describe “different news, what’s going on with us: who came, who left, who is healthy, who is sick, who helps, who disturbs, whether things go well or badly. If something is wrong, you can write what to do to make it better.“ (“Newsletter of Our Home”, 1920)

Main room of Our Home, Pola Bielańskie (today Al. Zjednoczenia 34), 1932

Korczak combined the knowledge of a physician with that of a teacher, tried to continuously educate himself; he was a careful observer, a person open to the world of the child. He wrote with tenderness that the child “is the brother of blood

and bones, of sea waves, wind, thunder, sun, and of the Milky Way. This speck is a brother of an ear of wheat, grass, oak, palm tree – a chick, young lion cub, puppy. There is something in him that feels, ex-

plores – suffers, desires, rejoices, loves, trusts, hates – believes, doubts, embraces and rejects. This speck embraces everything in thought: stars and oceans, mountains and abysses.” (“Child’s Rright to Respect”, 1928) At the same time, he knew that “The child, unable to live idly, will enter into every corner, look at each opening, will find, ask you; every moving spot of an ant is interesting for him, a shiny bead, a heard word or sentence.” (“How to Love a Child. The Child in the Family”, 1918) Therefore, he created principles for the functioning of insti-

The main room of Our Home, 1932

tutions in which he worked which were pioneering for his times.

Children will not be but already are human beings (...) we can appeal to their reason, they will answer us, touch their hearts, they will feel us.

Janusz Korczak, “Development of the Love-thy-Neighbour Ideal in the Nineteenth Century”, 1899

Sensitivity, taking care of those small and weak, and a simultaneous shaping of social attitudes, were reflected in Korczak’s education-

al methods, including the establishment of the children’s parliament, children’s court, but also special duty hours. Therefore, in practice, maintaining order in the orphanage looked like this: “Each floor has its responsible monitor. (...) There are easy shifts, requiring neither physical strength nor ability (...) For example: arranging chairs, picking up papers. (...) There are morning and evening duty hours, daily or weekly (distributing clothes, bathing, hair cutting), one-time (beating mattresses), summer (garden toilets), winter (removing snow, etc.).” One of the resolutions of the children’s parliament was the awarding of postcards for the conscientious fulfillment of duties: “The content of the picture on the postcard should represent that, for which it was released. (...) Who for more than a year performed

the same duty conscientiously, is entitled to receive a postcard with a view of Warsaw.” (“How to Love a Child. Orphan’s Home”, 1920) When somebody was leaving the facility (children usually stayed until they were 14), he or she received a farewell postcard.

Souvenir postcard from the Orphans’ Home, written by Korczak

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The Life and Work of Janusz Korczak Janusz Korczak (Henryk Goldszmit), called the Old Doctor. A physician, educator, writer, social activist, thinker. An initiator of activities in the area of children’s rights and equality of children.

1878 or 1879 Born on July 22 in Warsaw, in the family of Józef and Cecilia Goldszmit 1896 Literary debut in the weekly satirical “Kolce” [“Thorns”] 1898 Matura exam [final high school exam] and the beginning of studies at the Medical Faculty of the Imperial University of Warsaw 1899 Holidays in Switzerland - in the footsteps of Johann Heinrich Pestalozzi’s ideas 1900 Student of the secret Flying University. “Children and Education” – text signed with the pen name Janusz Korczak.

1901 Publication of the first book, “Children of the Street” 1905 Doctor’s diploma, a job at the Berson and Bauman Children’s Hospital in Warsaw. As a physician, participates in the Russo-Japanese War in the Far East, Siberia, and Manchuria

1906 “Child of the Drawing Room”, a book edition of essays published before in “Głos” [“Voice”]

1907–1910 Travel to Berlin, Paris, and London to complement and expand medical knowledge 1909 The beginning of activity in the “Orphans Aid” Society 1912 Director of the Orphans’ Home for Jewish children at 92 Krochmalna St. in Warsaw, . Photo from ld i h c a s a szmit

t the First t a M g in K f st edition o

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run by the “Orphans Aid” Society

1914–1918 Participation in World War One in the Russian army 1920 “How to Love a Child” (four individual pieces: “The Child in the Family”,

“Dormitory”, “Summer Camp”, “Orphans’ Home”; the first part was published in 1918; all in three volumes in 1920, reissue in two volumes in 1929)

1922 “King Matt the First” 1923 “King Matt on a Desert Island”. Work at the Educational Committee of the

Ministry of Religion and Public Education. Creation of a boarding school in the Orphans’ Home preparing educators to work with orphaned children

1924 “Bankruptcy of Little Jack”.

1925 “When I Am Little Again”. Lectures for the educational community and at the

School of Social and Educational Work at the Polish Free University. Cooperation with the editors of Special School

1926 Awarded the Officer’s Cross of the Order of Polonia Restituta. Founder and editor of a newspaper for children and youth “Little Review” (a supplement to “Our Review”) 1928 Working in a care home for Polish children, Our Home, after it was moved to Bielany in Warsaw (co-operation since 1919, when it was still in Pruszków); “The Child’s Right to Respect” Author’s dedication to Stefania Wilczyńska in the first edition of King Matt the First

1929 “Rules of Life (Pedagogy for Youth and Adults)” 1930 Teaches at the National Teacher Training Institute 1934 Stay in Palestine. “Kaytek the Wizard”.

1934–1936 “Old Doctor’s Talks” on the Polish Radio (again on the air in 1938–1939) 1936 Second stay in Palestine 1937 Honored with the Golden Laurel of the Polish Academy of Literature 1938 “Stubborn Boy. Life of Louis Pasteur” 1939 Book publication of a series of radio broadcasts “Playful Pedagogy”. The beginning of World War Two 1940 Resettlement of the orphanage to the Warsaw Ghetto, to 33 Chłodna St. Arrested by the Germans

1941 Subsequent displacement of the Orphans’ Home to 16 Sienna/9 Śliska St. 1942 An educator at the Central Shelter Home at 39 Dzielna St. “Ghetto Diary”.

August 5: together with children and educators from the Orphans’ Home deported from Umschlagplatz to the extermination camp at Treblinka

Korczak among educators at a summer camp in Wilhelmówka, 1908

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The Year of Janusz Korczak Each generation brings something of its own and slightly alters our rights and obligations but everything is still far from ideal. [...] Not everything can be changed at once. So, may at least our children or grandchildren have better lives.

Janusz Korczak, Discipline and Obedience, 1937 Janusz Korczak in the 1930s

The Resolution of the Polish Parliament of September 16, 2011 on the establishment of the Year of Janusz Korczak in 2012.

Janusz Korczak was a prominent Polish educator, journalist, writer, doctor, and social activist of Jewish origin. He was an officer in the Polish Army, the founder and guardian of the Orphans’ Home in Warsaw.

Henryk Goldszmit, because that was his real name, was born on July 22, 1878 in Warsaw and died probably on August 6, 1942 in Treblinka.

Janusz Korczak was a world-renowned pioneer in the field of children’s rights. He treated children not only as a matter of concern for adults. He propagated and

implemented in practice the idea of respecting the rights and interests of children, their autonomy and emancipation.

He confirmed his loyalty to these ideals with his own life. He died in a gas chamber of the Nazi German extermination camp at Treblinka along with his 192 children.

2012 marks the seventieth anniversary of his death.

The Polish Parliament, paying tribute to this great man, establishes 2012 as the Year of Janusz Korczak.

Marshal of the Parliament / – / Grzegorz Schetyna