Category Archives: education

by | 8 October 2026 · 9:13 am

Unwinnable War Inevitable, 1941

From Japan, 1941: Countdown to Infamy, by Eri Hotta (Vintage, 2013), pp. 231-234:

On the morning of August 27, 1941, a group of graduate students at the Total War Research Institute [総力戦研究所, Sōryokusen Kenkyūjo] gathered at the official residence of the prime minister of Japan. The atmosphere was subdued, even gloomy, a mood made even more so by the on-and-off late-summer rain. In a grand chandelier-lit hall, the researchers, whose average age was a mere thirty-three, came face-to-face with the cabinet. From nine o’clock in the morning until six in the evening, and then again the following day, they presented a lengthy report. After careful consideration of an array of ministerial data, and having simulated various diplomatic and strategic situations over the previous six weeks, the group concluded that should Japan go to war with the United States and its allies, Japan would necessarily lose. If such a war occurred, Japan might very well prevail in a few initial battles, but it would then be forced into a prolonged war that would see its resources dwindle and eventually run out.

The researchers making the predictions had had approximately ten years of professional experience before joining the Total War Research Institute. The institute was opened in April 1941 and was loosely modeled on Britain’s Imperial Defence College, where officers and leaders were trained in an intensive one-year program. It was meant to be an elite educational institution that would prepare Japan’s future leaders, both military and civilian, for greatness.

The high aspirations of its founders were never realized. Each ministry sent its top candidate, so the students were the crème de la crème of Japan’s midcareer civil servants. But despite the institute’s prime location in central Tokyo, the building itself was enough to make the hearts of the newly arriving students sink. It was a two-story shanty that looked especially incongruous surrounded by the imposing redbrick buildings of the government district. Many recruits felt they had been dragged down to a lowly student existence.

The researchers liked the institute’s first dean, Lieutenant General Iimura Jo. An amiable man and a formidable linguist fluent in French and Russian, he had lectured at an army academy in Turkey and had translated many strategic documents into Japanese. His magnetic personality attracted some interesting people to give special talks at the institute, including one by Ozaki Hotsumi, [Richard] Sorge’s fellow spy. Still, most students were dissatisfied with the life that had been suddenly forced upon them. They had expected to do high-level research but were instead reduced to attending basic physical education and other unoriginal and often ill-prepared classes.

So a trip to Japan’s central region, starting on June 20, 1941, came as a much-needed breather. The group visited the navy’s flagship, the Nagato, at Ise Bay, where Yamamoto Isoroku was headquartered. Aboard the Nagato and another warship, the Hyuga, both equipped with the navy’s latest technologies, the researchers had special permission to observe maneuvers. Everything seemed to go beautifully. But the visitors were most impressed by the capacity of the ships to simulate torpedo attacks in total darkness with astonishing precision, guided by a lighting system embedded in the torpedo itself.

After the maneuvers, Yamamoto was eager to hear what the visitors thought of his fleet. He called on Higasa Hiroo, who’d come to the institute from the governor-general’s office in Korea. He responded with due deference: “I was impressed with your defense system against submarines, sir. The same goes for your bombing strategies. But I sensed a certain vulnerability to aerial attacks.”

Higasa was quite right. A lesser military man might have been irritated by the young civilian’s impertinence, but Yamamoto instead rewarded Higasa with a bottle of whiskey, by then a prized commodity in Japan. Yamamoto was pleased that Higasa had looked beyond the obvious and spoken frankly, something he felt Japan’s elites were generally incapable of. Yes, those impressive naval ships were not as unassailable as they appeared, and Yamamoto would have been the first to admit it.

The researchers remained with the fleet until it reached Shibushi Bay in southern Japan. (Adjacent to this bay was Kinko Bay, which is shaped remarkably like Pearl Harbor.) It was then that the radio informed them of Germany’s surprise attack on the Soviet Union. That, and the resultant decision to occupy southern Indochina, suddenly made the researchers’ work far more urgent.

Shortly after their return to Tokyo, the researchers were assigned a war game exercise. Each member was given a cabinet role to play in a hypothetical government of a hypothetical country (modeled on Japan). From their respective cabinet positions, they were to participate in a hypothetical war with a hypothetical enemy (the United States) and its allies. The exercise started on July 12; not so far away, Foreign Minister Matsuoka was attending his final liaison conference.

For this total war, the cabinet needed to develop policies covering all areas of military strategy, diplomacy, ideology, and economics. The guidelines presented to the researchers by their instructors noted that “the various plans need to correspond to the changes in both domestic and external situations anticipated in the coming two years.… Your policies need to be devised on a specific monthly basis or on a few-monthly basis.” The researchers were meant to simulate real-world developments as accurately as possible, consulting actual data brought in by various ministers from their home ministries. In the end, this war seemed to be more real than imaginary.

At the start of the war game, Japan was on the cusp of declaring war on the United States. The U.S. and British governments having placed embargos against it, Japan was now completely isolated economically. Therefore, it would have to go farther into Southeast Asia to procure resources by force.

The researchers were uneasy with the premise provided by their instructors. They felt that going into Southeast Asia—most likely the Dutch East Indies—made war with the West inevitable, without giving diplomacy a chance to prevent it. Most cabinet members projected that the country would probably be able to secure the Indonesian oil fields but that the enemy fleet stationed in the Philippines would soon launch an all-out attack on Japanese ships, making the transport of resources impossible and defeating the whole purpose of accessing Indonesian oil. As a result, Japan would be provoked into a larger-scale war with the United States, which the country could ill afford. Most ministers had determined even before the simulation started that such a war would be unwinnable and should not be waged.

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Filed under Britain, economics, education, industry, Japan, military, nationalism, Southeast Asia, U.S., war

by | 6 October 2026 · 5:33 am

Tangled Loyalties: Aizu, Meiji, U.S.

From Japan, 1941: Countdown to Infamy, by Eri Hotta (Vintage, 2013), pp. 124-127:

In the summer of 1882, the year the Imperial Rescript to Soldiers and Sailors was issued, a tall and slender beauty with a perfectly oval face stood on a college auditorium platform in Poughkeepsie, New York. She was one of the select few in the graduating class asked to deliver a valedictory address based on her dissertation. Yamakawa Sutematsu stood out among her classmates at Vassar. She was class president, graduated magna cum laude, and was a member of several prestigious societies. She behaved like a perfect Western woman, but beneath her soft, elegant appearance and impeccable manners lay a will of steel. She was the first Japanese woman to be awarded a bachelor of arts degree.

Having lived in the United States since the age of eleven, Stematz (as she spelled her name for the benefit of her American peers) was a product of the successful social engineering undertaken by the young Meiji government, with help from goodwilled Americans. She was one of five girls sent to the United States on government stipends to become prototypes of the modern Japanese woman, an idea originally conceived by the samurai-turned-statesman Kuroda Kiyotaka, who was in charge of developing Hokkaido, the northernmost island of Japan. The minister was impressed with the American women he saw on a trip to the United States in 1871. He was especially impressed with the sturdy ladies he saw tilling the soil of the frontier alongside their men. Just as the American West was pioneered by both men and women, Kuroda reasoned, Japanese women, as wives, mothers, and even hard laborers, should play their part in the birth of Japan as a great nation.

The Yamakawas, a venerable old samurai family, were in the service of the lord of Aizu. In the Japanese civil war, Aizu backed the declining Tokugawa shogunate and, along with several other northern domains that did the same, was branded an enemy of the imperial court. In August 1868, in one of the final and fiercest battles of the war, Stematz, eight years old, fought together with the men and women of Aizu, who were under siege by enemy forces. She was in charge of preventing explosions in the domain’s castle by covering unexploded cannon shells with futon mattresses. Those shells were fired by a Satsuma battalion led by her future husband, Army Minister Oyama.

The northern rebel domains proved utterly powerless in the face of the British-backed technologies of the southern forces. With the fall of Aizu, the fortunes of the Yamakawa family declined as well. Something drastic had to be done to regain social respectability. Education was the best, and often the only, way to recover one’s status. At the time, the government was calling for applicants to study abroad, urging young people to acquire knowledge in the West. Many young men from the formerly well-to-do families of those fallen domains took on the challenge. Although very few families were willing to send their daughters so far away for so long, the Yamakawas, in dire straits, decided to send theirs.

Stematz thrived in the home of Leonard Bacon, an abolitionist clergyman in New Haven, Connecticut. Growing up with his fourteen children, she attended local schools before enrolling at Vassar. Her best friend was Bacon’s youngest daughter, Alice Mabel, who would help establish a women’s college in Japan many years later. Unlike some other Japanese students, who assimilated to the extent of almost losing their mother tongue altogether, Stematz, determined to keep her Japanese language skills, wrote letters home every day.

In the early summer of 1882, Stematz’s loyalties were many: to the new Japanese government, which enabled her to study in the United States; to her family, who tried to clear its rebel name; to the Bacons, who raised her as one of their own; and to Vassar, which enabled her to become an independent-thinking woman. She was eager to be of use in the real world.

Stematz’s homecoming at the end of 1882, after eleven years abroad, would be something of a disappointment. She was overeducated and overqualified for the jobs available to women in Meiji Japan. Then she married one of the most powerful men in the Meiji government. Oyama Iwao was a widower eighteen years her senior. He was also the general responsible for bringing down her family’s feudal domain. This would have been a union unimaginable in less enlightened circles. After the marriage, Stematz was able to initiate various philanthropic and educational enterprises.

The story of Prince Oyama and his Vassar bride was an example of how individual innovation, industry, grand ambition, and imagination could overcome the historical wounds that divided Japan. It was a union in which Japan’s future enemy, the United States, was a prime inspiration. Both Japan and the United States were emerging powers coming into their own just as the world itself was going through profound change. In the words of one historian, it was “a world of empires gained and maintained by military power,” and yet it was also “an internationalizing world; a world yearly more conscious of its one-ness” owing to economic interdependence, peace movements, and mass media (though the term “globalization” had not yet been coined). In a world of competing agendas and great uncertainties, Japan looked to the United States as a sympathetic mentor. “To catch up to and surpass the West” was the mantra of Japan’s national quest. And more often than not, the West meant the United States, not old Europe.

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Filed under democracy, education, Japan, migration, military, nationalism, U.S.

by | 29 September 2026 · 5:53 am

Some Polish Nobles on the Grand Tour

This week’s edition of Culture.pl has an interesting historical article by Jakub Zarzycki, titled The Grand Tour, or the ‘Great Journey’ Through Europe, first published in 2023 and translated from Polish by Michał Pelczar. Here are some more excerpts.

Grand Tour of a Polish Nobleman

Such a trip was in Polish sometimes referred to as a peregrination (peregrynacja) or a voyage (wojaż), and its participants were called peregrines or voyagers (peregrynanci and wojażerowie, respectively). German terms were also used, such as Kavalierstour (for ‘bachelor tour’) or Kavaliersreise.

It is worth noting geographic and social differences between nations. The English, being mostly Protestants, came to the continent, which involved a physical crossing of the English Channel and a stay in countries with a different – that is, Roman Catholic – religion (such as France and particularly Italy). Meanwhile, for Poles, among whom Catholics predominated, it was a trip to lands not so religiously different from theirs.

Such a trip was to happen only once, because later the young nobleman entered adult life. Initially, the peregrines were therefore between the ages of 16 and 20; later, from the 18th century, older people went. It happened that brothers of similar age traveled together. Jan (later king) and Marek Sobieski, departing in 1646, were 17 and 18, respectively. Janusz Antoni and Michał Serwacy Wiśniowiecki, starting their journey in 1695, were 17 and 15 years old. Later, they held high offices, as Janusz became the castellan of Kraków, while Michał became the voivode of Vilnius and the great hetman of Lithuania.

The journey (sometimes combined with study) could last from one to four years, sometimes longer. Both the young Sobieskis and the Wiśniowieckis left Poland for a total of two years. The grand tour of the brothers Jan Stanisław and Aleksander Jan Jabłonowski, sons of Stanisław Jan, the grand crown hetman and the commander of the Polish hussars during the Battle of Vienna, lasted longer – they stayed abroad for over five years – from September 1682 to January 1688.

As a side note, it can be remarked that their father also spent part of his youth abroad – the period of his studies in Prague and the Grand Tour, spent primarily in France, were in the years 1648 to 1650.

The time spent in each city was not divided equally. It was assumed that one could spend up to a year in Paris (combining this stay with studies), and only a few weeks would be left for Madrid. This is what the Jabłonowskis, for example, did. The Sobieskis also spent most of their trip in the French capital, while the Wiśniowieckis lived there for almost a year.

The trips were, of course, carefully planned, and the most important element of preparation was the choice of a guardian. Young people did not leave alone but under the supervision of a preceptor, also called a mentor, governor or tutor. As Antonii Mączak, the precursor of research on travel in modern times, wrote in the book Everyday Life in Traveling Around Europe in the 16th and 17th Centuries (Życie Codzienne w Podróżach po Europie w XVI i XVII Wieku) that this guardian had to be

a thoroughly competent person who knows the countries he visits, speaks languages and treats the care provided during a foreign trip as a profession. Such a tutor was valuable, as he ensured the young man used his experience and made it possible to trust that he would avoid unnecessary risks. Such specialists were passed on by fathers through letters of recommendation. They would often become authors of widely read and useful guides.

One such professional preceptor was Lassels, the author of the term Grand Tour, who traveled in this manner five times in total. The young Jabłonowskis had two tutors – Jan Michał Kossowicz and Szymon Ignacy Gutowski. The Wiśniowieckis were looked after by Jan Kamocki, and the Sobieskis by Sebastian Gawarecki. During such trips, preceptors could complete their own studies and, of course, visit previously unknown places with the young peregrines.

The task of the preceptor was primarily to make sure that the whole trip proceeded in accordance with the parents’ instructions, i.e. that the young men learned, made appropriate contacts, and also engaged in sightseeing. It was the preceptor who had the money allocated for the trip and regularly informed the parents in letters about what was happening to their sons. Mentors would also write diaries if the peregrines were too young. Gawarecki wrote one for the Sobieskis, and Kossowicz for the Jabłonowskis.

In addition to the guardians, servants were also taken along, which was so obvious that they were not even mentioned in the travel accounts unless they became the protagonists of some particular story.

Itineraries, Diaries & Manuals

Our knowledge about Polish voyagers and their experiences comes from the few remaining travelers’ records  of a specific type. Most of them were not published (their authors did not intend to do so), and they circulated among the relatives and friends of the diarist only in the form of manuscripts, helping in the preparation of subsequent trips.

The first type of such a document was the itinerary. As Adam Kucharski noted:

[it was] simply a list of visited cities, arranged in the chronological order of their visit. Thence originated  the specific type of itineraries, such as the Old Polish ones, that constituted a kind of guide for travelers. They provided an outline of the road separating the destination points, specifying the distance between the start and the finish of the peregrination. The distance was given in various units of length (usually miles as measured in a given country). Possible obstacles on the way, such as rivers or mountains, were also specified.

The second type was a diary, i.e. an account of the expedition; their authors were referred to as diarists. It was a travel journal in chronological order, with the author’s opinions and impressions about the places he visited. It contained comments on history, geography, politics but also descriptions of the sights and observations on the customs prevailing in each given country. It also included practical information. Diaries are the most valuable documents for us today, because on their basis not only can we reconstruct the routes of the journeys but we can also get to know the impressions and opinions of the peregrines. Particularly interesting are those fragments in which the authors describe not so much something typical but rather something that deviated from the norm they were accustomed to.

Yet another document was parental instructions – guidelines in which fathers (more often) and mothers (less often) wrote down their instructions: what and how peregrines were to study, how to behave, what to avoid. These were often based on the earlier experiences of fathers-voyagers. Moral admonitions and practical advice also appeared in the texts themselves. Such an instruction was written, for example, by Jakub Sobieski for his sons, Jan and Marek.

Places Visited

France – including Paris and Versailles – was undoubtedly a special place for the participants of the Grand Tour, often being its main destination. As we read in Stanisław Wierzbowski, who took his ‘bachelor tour’ in the 1680s:

I do not describe Paris, because there are so many volumes written about it. I only add that the city is full of all delicacies. Want to be a saint? You can, because you will find so many opportunities and people whose example of holiness you can follow. There are so many temples of the Lord, pious monasteries, school libraries. The Sorbonne itself gives you a doctorate. Want to be bad? There also you will more likely find the type of company to corrupt your soul and body. Do you want to delight your eyes? You have beautiful people, palaces, gardens, haberdashery, exquisite paintings, splendid and delicate works, and a subtlety of comedies and operas – especially operas and the Versailles garden – these two seduce a man’s memory.

As was already mentioned, Italy was also a permanent destination for the expeditions. Italy aroused interest due to the accumulation of works of art and the role of Rome as the capital of the Christian world. In addition, the universities in Bologna and Padua were highly esteemed. Venice was visited especially keenly during Carnival. The Apennine Peninsula was often the last stage of the Grand Tour – after that, one headed north towards the borders of the Republic of Poland.

The countries of the Reich (particularly Vienna) were also visited for political reasons – after all, a pro- or anti-Habsburg orientation was one of the vectors of Polish foreign policy at that time. Prague, then part of the Reich, was a popular choice as a place of study. Other countries were also traveled to, such as England, the Netherlands and Spain, but their importance or the time devoted to visiting them could not compare to France or Italy.

Typical Activities of a Polish Peregrine

What the young man was supposed to do during the Grand Tour was already planned by his parents in the aforementioned instructions. Peregrines combined sightseeing with studies – for example, the Jabłonowskis studied in Prague and Paris, in the latter city the subject being philosophy at the Jesuit college.

The Sobieskis, while in Paris, even had their typical days planned by their father (Jakub Sobieski). As Joanna Orzeł writes in the text The Grand Tour of Marek and Jan Sobieski (Grand Tour Marka i Jana Sobieskich), it was:

five hours of study a day: an hour in the morning, stylistic exercises in Latin; the next half hour, their correction under the supervision of a professor; an hour-long lecture by the professor, reading with a commentary on Roman history; half an hour, individual reading (a total of three hours in the morning); in the afternoon, two hours of learning French combined with French history. Paris was also where they studied fencing. Their father additionally recommended riding lessons and playing ball (on their days off). In addition, young men could decide on their own to learn to dance and play instruments.

It is worth noting that studies were perceived slightly differently than today – they did not have to be complete, regular semesters spent in one place and ending with exams, but rather listening to lectures by the most eminent professors and participating in disputes. Students often studied for several months, moving between specific academic centers.

Practical studies related to the military were an important element, which was particularly essential for the subsequent career of a young nobleman in the First Polish Republic. Anna Markiewicz, in the text Hercules Gallicus: The Educational Journey of Jerzy Stanisław Dzieduszycki (Hercules Gallicus: Podróż Edukacyjna Jerzego Stanisława Dzieduszyckiego), explained why the young man, who was traveling in the early 1790s, left Paris for the Netherlands:

The attractiveness of the country was usually associated with the possibility of convenient observation of many fortifications and territorial reinforcements located in this area, making it easier for the young nobility to acquire practical skills in the field of military art. The convenience of observing military maneuvers during numerous clashes that took place there was a practical supplement to reading and theoretical classes held at prestigious Parisian academies.

Military interests weren’t exceptional – for example, the already mentioned Wiśniowieckis pursued them. Learning foreign languages ​​was also indispensable. For example, Jabłonowski, the father, put emphasis on this, so his sons wrote letters to him from Paris in Latin and French, which was supposed to showcase their progress in mastering these languages.

Of value apart from studying was establishing contacts, i.e. audiences at royal courts and getting to know other young people from noble and aristocratic families. In May 1685, the Jabłonowskis were introduced to Louis XIV in Versailles. They also observed the audience granted by the King of France to the Doge of Genoa, or the solemn entry of the Muscovite envoy.

On the other hand, liaising with other Polish noblemen in the specific conditions provided by staying abroad and the young age of the people getting to know each other created bonds between them, which were maintained and paid off later in life. The common experience of youth, e.g. studying in the same place, often brought strangers closer together.

These trips were also connected with … shopping. In addition to souvenirs, the newest books were purchased but also works by classical authors, which later enriched magnate libraries. In Italy, especially in the 18th century, works of art were bought, both antique and contemporary. Cityscapes depicting Italian cities, so-called vedutas, are worth mentioning here. The popularity of this genre developed especially in Venice, where these were eagerly bought by English visitors to the city. They treated them as a special souvenir – these works, after returning to London, for example, were to be a reminder of the Grand Tour taken to Italy back in their day.

Grand Tour – What For?

Preceptors’ letters to parents often contained polite requests to send money; fathers, writing to their children’s guardians, in turn pointed out that the costs of the expedition were constantly rising. We may wonder – why send young people on such expensive expeditions? The educational aspect was undoubtedly important, but the peregrine was supposed to watch, experience and gain an understanding of something – and these are very intangible experiences.

As the popularity of the Grand Tour phenomenon among the Polish elites of the 17th and 18th centuries shows, this journey was indispensable and considered worth its price. Its main assumptions have survived, in changed forms of course, to this day.

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Filed under Austria, Czechia, education, France, Italy, language, Poland, religion, travel

by | 28 September 2026 · 5:58 am

Polish Nobles on the ‘Grand Tour’: Intro

This week’s edition of Culture.pl has an interesting historical article by Jakub Zarzycki, titled The Grand Tour, or the ‘Great Journey’ Through Europe, first published in 2023 and translated from Polish by Michał Pelczar. Here are some excerpts from the introduction.

The concept of a Grand Tour was introduced in the 1770s by an Englishman, Richard Lassels, to describe a journey serving to supplement education, develop aesthetic taste, acquire practical skills, broaden the knowledge of foreign languages ​​and acquire general refinement by young noblemen – this was one of the most important social and cultural phenomena in the 17th and 18th centuries. Young Polish nobles also made such journeys.

As noted by Anna Markiewicz in the book Educational Journeys in the Times of Jan III Sobieski: Peregrinationes Jablonovianae (Podróże Edukacyjne w Czasach Jana III Sobieskiego: Peregrinationes Jablonovianae), Richard Lassels ‘included in this term the meaning of the journey – it was grand because of the duration and length of the route, but it was also supposed to be a grand event, a journey of a lifetime’. In the 17th and 18th centuries, such journeys were very popular, if not common, among the richest stratum of the European and Polish nobility. From this designation, other terms were also coined, which still function today – the English ‘tourist’ being someone taking part in a Grand Tour.

The very premise of the Grand Tour was very simple. As Markiewicz wrote, the following were visited:

France, Italy, Spain, the Netherlands and England. A great foreign trip was then the last stage of education of European elites, undertaken in order to gain knowledge, skills, to get to know the world, foreign countries, their cultures, customs and language. Young people visited foreign universities, courts, academies and military camps.

In the 1730s, Stanisław Lubomirski explained the goals of such an expedition to his sons Aleksander and Jerzy: ‘One should [become familiar with] anything about [the functioning of] a good institution, polish wit and good spirit, and comprehend all wisdom and decorum.’

The point was therefore to see what principles of a foreign system (political or social) could be useful in Poland, to acquire knowledge and skills indispensable in public life, and also to acquire refinement and a certain ability to ‘be in the world’.

Trips in the 17th century – which needs to be emphasized – were, for social, moral and financial reasons, reserved only for young men from wealthy noble families.

However, in the 18th century, the Grand Tour underwent changes – the educational aspect (i.e. gaining specific knowledge) becomes less important, and what matters most is developing the right taste, which is why Italy becomes the most important destination. As Marek Bratuń notes in the article Grand Tour: Birth – Development – Dusk (Grand Tour: Narodziny – Rozwój – Zmierzch): ‘The main purpose of the Grand Tour in the 18th century are the broadly understood arts that contribute to the development of good taste, the most perfect forms of which were preserved under the Italian sky.’ It is also connected with the archaeological excavations of the times, in Pompeii (1738) and Herculaneum (1748), bringing a new wave of interest in the art of antiquity.

The activity of Johann Joachim Winckelmann and his work devoted to the history of ancient art, published in 1755, was also significant. The proof of this influence is the work published in 1815, titled On the Art of the Ancients, or Polish Winckelmann (O Sztuce u Dawnych czyli Winkelman Polski) by Stanisław Kostka Potocki, one of the pioneers of Polish archeology and aficionado of ancient art.

Marek Bratuń also adds that ‘it is the primacy of aesthetics in the Italian Grand Tour of the second half of the 18th century […] that will effectively transform the original educational journey into an aesthetic and tourist journey, without a preceptor; in the footsteps of the departing gentlemen, the braver ladies would also follow.’

This tendency is also noticed by Agata Roćko in the article Polish Grand Tour of ‘Fashionable Ladies’ (Polski Grand Tour ‘Dam Modnych’), writing that ‘Polish ladies have already followed on the beaten track of the Grand Tour, just like the ladies in Europe, even though their journeys were not educational and cognitive, but rather aesthetic and touristic.’ Among Polish travelers, one can mention, for example, Izabela Lubomirska née Czartoryska (she went to Italy with Kostka Potocki in the years 1785 to 1786) or Teofilia Konstancja Morawska née Radziwiłł (author of Diary of a European Journey in the Years 1773-1774 [Diariusz Podróży Europejskiej w Latach 1773-1774]).

The trips themselves over the course of time ceased to be reserved only for the aristocracy, becoming in the 19th century also available to the moderately wealthy nobility and the wealthier bourgeoisie. Thanks to this, the phenomenon has been permanently recorded in the history of the Old Continent, because it is then that modern travel around Europe begins to take shape as a typical activity consisting in going to a foreign place and visiting it, completely unrelated to a specific reason (e.g. pilgrimage, a diplomatic deployment or commercial mission). In a way, the idea of ​​such an ‘uninvested’ trip (because its purpose was to see art and visit interesting places) continues to this day – this type of tourism is a typical cultural activity of the European middle class, and a trip to Italy remains its quintessence.

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Filed under education, Europe, France, Italy, language, Poland, travel

by | 19 September 2026 · 5:50 am

Berlin Bombing Neologisms, 1940

From Stay Alive! Berlin 1939-1945, by Ian Buruma (Penguin, 2026), pp. 102-103, 108:

Berliners, like all denizens of big cities, often pride themselves on their urban wit, the humor of which is not always apparent to people from the outside—which is part of the fun, of course. The new reality of nightly bombing raids inspired some examples of the famous Berlin wit. A printed invitation did the rounds to a basement party put on by a Berlin cabaret, promising an all-night program with a musical overture of sirens, a fireworks display, and a lecture by Professor Fragmentation-Bomb entitled “All Good Things Come from Above.”

A contemporary joke: An airplane carrying Hitler, Goering, and Goebbels crashes. All three are killed. Who is saved? Answer: The German people. When Berliners said goodbye, they often wished each other a “bo-lo-na,” short for Bombenlose Nacht (night without bombs).

…

A new verb entered the already rich lexicon of violent Nazi vocabulary: Coventrisieren, to “Coventry” a city. On November 14, the Luftwaffe bashed the city of Coventry with more than five hundred tons of incendiary and explosive bombs, as well as air mines that exploded upon impact. The cathedral went up in flames, more than five hundred people died, and two thirds of the city’s buildings were badly damaged.

Newspaper headlines in the rest of November gave Berliners a taste of what it meant to be Coventried: “Eyewitness Account of the Devastation of London: London Is on Its Way to Being Totally Destroyed” (Völkischer Beobachter, November 20). “Birmingham in Flames: The Blaze Can Be Seen from as Far as the English Channel” (VB, November 21). “Coventry, a Dead City” (VB, November 21).

…

Since the bunkers that went up in 1940 by no means offered enough protection against bombs for most Berliners, it was decided that children should be evacuated to the countryside. The word “evacuated” was never mentioned in public, however, since that would suggest a sense of panic. The official term was Kinderlandverschickung, KLV, or “children’s relocation.” In the bracing rural air of Brandenburg, Silesia, or Bavaria, the children would be taught discipline, obedience, and loyalty to the Volksgemeinschaft, by senior members of the Hitler Youth. The state would pay for the KLV of poorer children. Wealthier families would have to pay for it themselves. Off they went, waving swastika flags from packed railway carriages, the youngest ones with tags around their necks bearing their names. Parents were not allowed to visit their children in their new billets, for that would interfere with their education.

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Filed under Britain, education, Germany, language, migration, military, nationalism, war

by | 12 September 2026 · 6:39 am

Silesian: Pō Naszymu

This week’s edition of Culture.pl contains an article by Agnieszka Warnke titled Pō Naszymu: A Linguistic Portrait of Silesian. Here are some excerpts.

The complexities of Silesia begin with the very origin of its name. Its turbulent history, marked by shifting borders and Polish, Czech and German influences, is reflected in the region’s distinctive speech – but is Silesian a language, a dialect of Polish, or something in between?

Difficulties already begin with the etymology of the word ‘Silesia’ itself. The popular theory in the interwar period about the word’s link to the Old Germanic tribe of Silings was rejected by Polish researchers. They almost unanimously opt for the Old Slavonic etymology: the name of the Silesians tribe and the entire region originates from the name of the Ślęza River or Mount Ślęża. Additionally, the morpheme *slęg– (meaning ‘damp’) was retained in the cant word ślęgnąć (‘to get wet’).

With time, history divided the region into two parts: Lower Silesia and Upper Silesia (with the latter appearing in the 15thcentury). While we rarely hear the Silesian vernacular in and around Wrocław, the Silesian language has survived in Opole, Rybnik, Katowice and Cieszyn, where the inhabitants use the language they grew up speaking. Officially, Silesian has the status of a dialect comprising a group of Silesian dialects, but there’s an ongoing fight – currently unsuccessful – for it to be recognised as a regional language. It’s currently used by nearly half a million people. One needs only to glance at the past to understand the important role of a common language with regard to integrating Silesians with each other but also with the Polish state.

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Silesian Rej

The linguistic rift is fully reflective of the geopolitical situation of medieval Silesia, which then constituted an object of a feud between Poland and Czechia. As early as in the 16th century, when the Silesian land was already under Habsburg rule, Łukasz Górnicki asserted in Dworzanin Polski (Polish Courtier) that the region was dominated by Czech. One should not forget, however, the prominent Silesian pressmen (such as Hieronim Wietor and Jan Haller), working in early Renaissance Kraków. They modernised medieval spelling, laying the foundations for contemporary Polish orthography.

While one can talk about the visible weakening of cultural ties between Silesia and Polish lands at the brink of the 15thcentury – especially when compared with previous centuries – they weren’t broken completely. The Renaissance Polish language of Mikołaj Rej and Jan Kochanowski is full of turns of phrase now present in different dialects. Those who then worked to preserve the Silesian vernacular were evangelicals, notably Adam Gdacjusz of Kluczbork (also known as the ‘Silesian Rej’). The charismatic preacher was a fervent opponent of Germanisation, who introduced Silesian into literature, and his sermons, collected in a volume titled Postilla Popularis, presented the difficult life of the Silesians and the deterioration of morality after the Thirty Years’ War. In 2019, the Academic Publishing House ‘Śląsk’ (Silesia) reprinted his most popular work.

Another, earlier noteworthy text, one that remained forgotten for years, is Walenty Roździeński’s poem Officina Ferraria (1612). The simple smelter manager and forge owner described the state of his industry, listing practical information while following the conventions of poetics and versification. It was the first ever text concerning the work of a miner and steelworker written in the Polish language. It was found in Gniezno 300 years later and translated into English in 1976.

Idiotisms & beauty

The 19th century was not only a time of progressing Germanisation but also a time of uprooting dialects at schools and a ban on cultivating Slavic customs. Polish-language newspapers were released alongside German-language press, and mid-19th century was a time when Polish-language Silesian literature started to develop (by authors such as Józef Lompa, Karol Miarka, Konstanty Damrot).

At the beginning of the 1930s, after the 1921 Upper Silesia plebiscite mandated by the Versailles Treaty to determine ownership of Upper Silesia between Weimar Germany and the Second Polish Republic and the Silesian Uprisings, Zofia Kosak-Szczucka wrote in Nieznany Kraj (The Unknown Country): ’It’s a large area inhabited by around million people, speaking not another language like Polish but rather a beautiful Silesian dialect, dignified with its archaic, preserved forms.’

The reality, however, wasn’t quite as colourful. As early as 1849, Dziennik Górno-Szlązki (The Upper-Silesian Daily) included a column titled Idiotyzmy i Germianizmy szląskie (Silesian Idiotisms and Germanisms), aimed at polonising the language of the Silesians. They admonished the readers for saying siadłocha instead of kwaśne mleko (sour milk) and jata instead of szopa.. What was lacking, however, were tips on which regionalisms should be preserved. In 1880, in Gazeta Górnoszląska (Upper-Silesian Gazette), one would read:‘we don’t say kopidoł but grabarz (undertaker)’, even though it’s the allegedly Polish version grabarz that has German origins.

In Głosy znad Odry (Voices of the Odra River), released between 1918 and 1924, a the ‘Kącik Językowy’ (Language Corner) column appeared several times, contrasting the ‘weed-grown speech’ of the Upper Silesians with ‘pure language’. However, on top of German and other borrowed words and -isms, they also noticed ‘relics of Old Polish’ – words no longer present in the common literary language but preserved in that region. In issue 3/4 of Głosy from 1922, P. Piast insisted:

An Upper Silesian doesn’t use the German ‘lichtarz’ because they have the native ‘świecznik’ (candlestick), they don’t need the Greek ‘inkaust’ or the Latin ‘atrament’, already having the Polish ‘czernidło’ (ink). […] They don’t look into a ‘zwierciadło’ but rather a ‘zdrzadło’ (mirror). When they accept an invitation, it’s not for a ‘kolacja’, as ‘wieczerza’ (supper) is better. […] For a fair, a holiday or a ‘radośnik’ (‘chrzciny’; christening) they will bake a ‘kołacz’ (kolach) rather than ‘placek’ (cake), cook a tasty bite of ‘owięzie’ meat (‘wołowe’; beef) with ‘moczka’ (capitalists only know the French ‘sauce’) and a calf ‘pieczonka’ (‘pieczeń’; roast).

The post-war changing of borders and forced resettlement resulted in the Silesians having to reassess their identity. Before that, they had strongly identified with a particular town or region, but all of a sudden were required to declare their nationality. The communist regime emphasised the development of official culture, excluding regional varieties. It was only after 1989 that democracy and freedom of speech allowed us to rediscover local histories and accept language variety.

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After the political transformation, the disputes concerning the status of Silesian were rekindled in Poland. Many would consider Silesian a regional language, confirming the linguistic (rather than national) separateness of the area. The proponents of this idea emphasise that without appropriate education, the possibility of obtaining national and EU funds for the development of Silesian press, literature or theatre, the Silesian language won’t survive. Such an opportunity was granted to Kashubian – so far Poland’s only regional language, officially acknowledged as such in 2005. Since then, it’s been taught at schools and one can even take the matura (matriculation) exam in Kashubian. There are radio and TV shows in this language (not to mention press) and there’s Kashubian literature of all genres. Why not create similar development opportunities for Silesian? In June 2019, the Sejm decided against discussing a legislation project – the fifth one since 2007 – regulating this issue.

Among linguists, opinions differ. Professor Jolanta Tambor, leading the works of the Silesian language codification group, believes that, considering the benefits of ‘a minority group having their own language, there’s no reason not to consider the speech of the Silesians a regional language’. At the same time, one ought to remember all its types: Upper Silesian, Cieszyn and Opole. Meanwhile, Professor Jan Miodek, born in Tarnowskie Góry, sees no need for a top-down codification and highlights that ‘the literary variety of Silesian is Polish’. Professor Bogusław Wyderka, who has edited the multiple-volume Słownik Gwar Śląskich (Dictionary of Silesian Dialects) since 2000, proves in his research papers that historically, the Silesian dialect was a variety of Polish, although nowadays it’s impossible to stop the Silesian language movement.

The arguments related to different linguistic traits of Silesian are either non-existent or successfully challenged. The vocabulary and phonetic features characteristic for the region are to a large extent shared by other varieties of Polish. What mostly distinguishes the inhabitants of Silesia who use their native vernacular is the strong sense of Silesian identity, the willingness to preserve and develop their own tradition and culture. Professor Tambor emphasises that today, recognising Silesian as a regional language is an exclusively legal-political issue.

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by | 9 September 2026 · 5:34 am

Widespread Literacy in Nusantaria

From Empire of the Winds: The Global Role of Asia’s Great Archipelago, by Philip Bowring (I.B. Tauris, 2018), Kindle pp. 294-296:

As elsewhere in the maritime zone, Chinese and Europeans alike were surprised at the prominent economic role of women, particularly in trade. But even more remarked was widespread literacy, of women in particular, albeit their literacy was used only for transient or practical purposes, for messages and personal letters rather than the reading and writing of literature. Spanish priest Pedro Chirino, writing in 1604, noted: ‘So accustomed are all these islanders to writing and reading that there is scarcely a man, still less a woman, who cannot read and write.’ Similarly, de Morga wrote, of the Tagals at least: ‘Almost all the inhabitants, both men and women, write in this language, and there are very few of them who do not write it very well.’

The legacy of the Indian cultural influence which had come via Srivijaya and Java had left behind scripts which were in widespread use when the Spaniards arrived in the sixteenth century but gradually died out over the next 300 years. Although they varied according to location, all were derived from Kawi, hence arrived from Java, Sumatra or possibly Champa.

The spread and usage of Kawi-derived scripts across Nusantaria is one of the lesser-known facts of the era before Islam and European dominance brought about the supremacy of Arabic then Roman scripts. The diversity of Kawi-derived scripts was such that Bali and Madura scripts both differed from each other and from Javanese, even if largely stylistically, and Sunda had its own script. So too did the Minangkabau of Sumatra and the Bataks, the latter writing on bark rolls. Makassar and the Bugis also had their own [Lontara], as did Palawan, whose Tagbanwa script resembled Tagalog Baybayin, and Mindoro, whose related script was known as Mangyan [or Buhid, or Hanunoo]. There is debate over whether Baybayin was the result of Bugis influence – with which its script shares some unique features – or from Sumatra or elsewhere. But the essential point is that basic literacy in a local script was common throughout the archipelago.

The arrival of paper to replace palm leaves and other traditional media, and the coming of printing, undermined the position of the traditional scripts. An additional source of weakness was that they were used mainly for transient purposes such as brief letters rather than for recording laws or literature. There were important exceptions to this, notably Javanese poems and epics, and Makassarese annals. Spanish priests made some effort to translate Christian doctrines into Tagalog using Baybayin, and elsewhere some Muslim texts were written in local languages using their scripts. But the weight of religious orthodoxy and then of administrative demands, plus the commercial use of Malay written in Jawi, proved too much. The result was that Nusantaria, which in 1500 had perhaps been the most literate place in the world, at least if central Luzon is a guide, lost what could have been a singular advantage for a future era when mass literacy became a necessity for economic progress.

Nor was pre-Hispanic Luzon unique. Elsewhere, old writing systems survived for centuries. There is evidence of high levels of basic literacy in Bali, and the same may have applied to much of Java and parts of Sumatra. As late as the 1930s a survey found that the most literate province in the Dutch East Indies was Lampung in south Sumatra, where schools were few. Male literacy was 45 per cent, female 33 per cent, but the literacy was mostly in the local Lampung script, not Roman or Jawi. It was particularly used in the exchanges of poetic verses between courting couples – just as described by Alcina in the Visayas. Literacy was higher among older people, indicating that the knowledge was handed down through families, not formally taught, and was by then slowly dying.

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by | 5 September 2026 · 6:13 am

Flowering of Malay Law and Literature

From Empire of the Winds: The Global Role of Asia’s Great Archipelago, by Philip Bowring (I.B. Tauris, 2018), Kindle p. 224:

Melaka did not just become a renowned commercial centre. It also saw the flowering of Malay law, governance and literature. Long after the sultanate had ceased to exist, it remained the embodiment of all that was noble in the Malay world. This was the product both of its own Palembang-Melayu origins and of the multi-ethnic character of a city where Tamils, Gujaratis, Chinese, Javanese, Arabs, Persians, Ryukyans, Buginese and others could all be found. ‘In the port of Melaka alone very often 84 languages have been found spoken […] In the archipelago which begins at Singapore and Karimun up to the Malukus there are 40 known languages.’ Traders from Egypt, Persia and Arabia, and others such as Turks and Armenians were also there. They could not reach Melaka in a single monsoon but came via Gujarat with trade goods ranging from arms to pearls and including opium from Jeddah and Aden.

At its height prior to the Portuguese conquest, it had four syahbandars, or trade superintendents. The syahbandars were responsible for managing markets and warehouses and checking weights and coinage. There was one for (mostly Muslim) Gujaratis, the biggest group, one for Tamils and Bengalis, one for the archipelago including Java, Luzon and Maluku, and one for China, Champa and the Ryukyus. The syahbandar trader groups show that trade with India and points west was extensive while the Chinese role by the early sixteenth century, following official restrictions on trade by the Ming, was relatively modest. Disputes between trading communities were settled by the ruler. The reputation for good governance further increased Melaka’s role. No one did more for Melaka than Sultan Mansur (reigned 1459–77). In 1468 he wrote to the King of the Ryukyus, which were almost equally trade-dependent: ‘We have learned that to master the blue oceans people must engage in commerce even if their countries are barren […] Life has never been so affluent in previous generations as it is today.’ Likewise, in 1515 the Portuguese ruler of Melaka would write to his king: ‘Melaka has nothing of its own and everything of the world.’

Melaka gave birth to the Sulalat al-Salatin (Genealogies of the Sultans), which became the Sejarah Melayu (Malay Annals), a semi-historical work which aimed to entertain and inspire new generations with edifying stories of past monarchs, their trials and achievements. It traced the Melaka kings back to Alexander (Iskandar) the Great, via India and a sacred hill in Palembang. The dynasty, according to the Sejarah, prospered and long resisted Javanese domination, but was eventually driven out by treachery, forcing its move to Temasek, which it renamed ‘Singapura’, and eventually to Melaka.

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by | 26 August 2026 · 7:09 am

Hindu and Buddhist Texts in Nusantaria

From Empire of the Winds: The Global Role of Asia’s Great Archipelago, by Philip Bowring (I.B. Tauris, 2018), Kindle pp. 98-101:

Both Hindu and Buddhist beliefs benefited over time from gifts of land made by the pious. Gradually and with royal support temples and communities of monks and priests expanded and became centres of crafts and religious art. However, adoption of Indian ideas remained selective. For instance, though societies became more hierarchical as wealth and sophistication increased, the Indian caste system was not followed. Throughout the region women played a more active role in economic life – as they still do – than in India. Balinese Hinduism always displayed different characteristics from that of India as the imported religion adjusted itself to fit existing beliefs and practices. Nusantaria borrowed writing and many words, but imported languages never supplanted the various Austronesian tongues.

Despite the rise of direct links to Java and Sumatra from India and China, the isthmus trade remained important, providing links between eastern India and the Mon, Siamese and Khmer mainland. Trade also brought Buddhism, which made inroads in competition with both Hinduism and older beliefs, though both were probably still confined to the courts and surrounding townships. Buddhism was also spurring pilgrims and missionaries to travel on merchant ships.

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Elsewhere, too, the adoption of Indian ideas was selective rather than wholesale. While writing systems were borrowed and Indian languages used for the earliest local writing, the languages both of the court and the common people remained the local Austronesian or Khmer ones. Sanskrit for a while may have served the same priestly and official role as Latin in medieval Europe. But in time Indian Pallawa script was used to write local languages, the oldest found so far being in old Malay dating to the seventh century in Sumatra. The following century saw the development of Kawi script, derived from Pallawa but used to write old Javanese.

This script became the basis for other scripts including later Javanese and Balinese, which are still in use today. The first writing in Khmer also dates to the seventh century and uses an adaptation of Pallawa script. Six hundred years later this became the basis of Thai writing. The origin of Indian language influence also varied. Only Sanskrit words, those of religious and classical texts, not Prakrit or other common Indian speech, entered early writing in Java, but Tamil ones appeared in Sumatra. Despite the import of Indian religions, social structures appear to have remained indigenous. The maritime cultures borrowed Indian ideas in art and architecture but then adapted them so that they have distinctive aspects which are readily recognizable.

Apart from religion and script, the biggest influence was on legal and governance issues. The Indian text on statecraft, Arthashastra, and the ancient Brahman legal code, Manusmriti, were widely studied by ruling elites and had a major influence on the development of state systems. The Arthashastra, written in the fourth century BCE during the north India-based Maurya empire, which supposedly followed the peace-loving Jain religion, required rulers to be ruthless in protecting the interests of the state but disciplined, hardworking and learned. It was a secular recipe for enlightened despotism applicable to rulers of any faith. The Hindu notion of divine kingship was especially attractive to rulers, seeming to make the exercise of power something higher than mere personal leadership: a mandate from above. Buddhism on the other hand (and also Jainism) was more sympathetic to merchant interests and the accumulation of wealth. Its practitioners were also less constrained by caste issues and religious rituals, which for the devout were an obstacle to long sea journeys.

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by | 18 August 2026 · 5:01 pm

Overseas Filipino Workers

From The Making of the Modern Philippines: Pieces of a Jigsaw State, by Philip Bowring (Bloomsbury Academic, 2022), Kindle pp. 157-158, 164:

Economic and social failures combine with demography to create the issue for which Filipino people are world-renowned – migration. Of all the populous nations of the world which rely heavily on migrant remittances – Bangladesh, Egypt, Mexico, etc. – none equals the Philippines either in its contribution to GDP (9 per cent) or in the diversity of its migrants or the range of the locations where they make their livings. Even the range of their occupations may come as a surprise to those overseas who may tend to identify them with specific occupations such as domestic helper or seafarer.

There are indeed plenty – 20–25 per cent each – in both of those categories but at least until the pandemic, the world had witnessed nearly five decades of steady expansion in both numbers and locations. By 2019, the total employed overseas and on ships had reached about 2 million. In addition, there has been a steady stream of permanent migrants, mostly to the US and Canada but also to Australia, and, more recently, Japan, the United Kingdom, Italy and other European countries. The US community has been growing steadily for decades and now totals some 4.1 million, roughly half migrants and half locally born. There are about 1.6 million in California though at 13 per cent, Hawaii has the highest percentage of the state population, partly reflecting the migration of agricultural workers in the 1930s (see Chapter 3). The established communities of settled migrants in high income countries have been as important a source of remittances as those of the OFWs on contracts. Permanent migrants also on average have higher qualifications than OFWs. Although their links to the motherland may gradually weaken, higher incomes ensure continuing large scale financial support.

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As for permanent migrants, the relative ease with which they have melded into their new nation works against developing strong community organizations. They are for example far less visible than Chinese in California, though their numbers are only a little less. The organizations that they create among themselves are mostly based on province or other local identity not on the notion of Filipino. Further complicating their self-identity is the reluctance of many to be identified as Asian, which many, at least in the US, associate with being Chinese, Korean or Japanese. Culturally, many feel closer to Latinos or South Pacific Islanders because of Church and language links. That most permanent migrants have gone to English-speaking countries has had an impact back home. It helps sustain some of the links and cultural affinities created by 350 years of Spanish and American rule. Awareness of common linguistic and cultural bonds to Malay neighbours, Indonesia and Malaysia, is weak despite the legacy of Rizal and of Macapagal’s Maphilindo proposal.

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