Restoration of the work of Polish educational institutions in Eastern Galicia under Russian occupation of 1914–1915: historical conditions, process and results

The purpose of this article is to reveal, based on the analysis of both unpublished and published sources as well as historiography, the historical conditions, process, and results of the restoration of Polish educational institutions in Eastern Galicia under Russian occupation in 1914–1915. The research methodology is grounded in the principles of historicism and objectivity. The use of methods such as analysis, synthesis, and systemic, descriptive, statistical, and comparative approaches enabled the achievement of the stated goal. The scientific novelty lies in the introduction of new archival documents into academic circulation and in the attempt to conduct a comprehensive study of the historical context, process, and outcomes of restoring Polish educational institutions in Eastern Galicia during the Russian occupation of 1914–1915. Conclusions. The Russian occupation of Eastern Galicia in 1914 led to significant changes in the region's life, particularly for the Polish community. The occupation administration considered this territory to be "originally" Russian, which defined its policy aimed at Russification and control. Poles, alongside Ukrainians and Jews, faced repression, economic hardship (inflation, shortages of food and fuel), deportations, hostage-taking, and persecution of the intelligentsia – especially supporters of the Habsburgs. The education sector was severely restricted: schools were closed, the Russian language was introduced as a mandatory subject, and textbook censorship was enforced. Despite its repressive policies, the Russian authorities sought to gain the loyalty of the Polish population by promising freedom of religion, the use of the Polish language, self-governance, and permitting select cultural events. The Polish community of Eastern Galicia faced a difficult choice between cooperation or emigration, which undeniably influenced their social, cultural, and educational life. One element of “soft power” was the permission to restore the activities of Polish educational institutions. Considering this, the Polish community and educators chose to cooperate with the occupiers to resume school operations – aiming to ensure survival for teachers and access to education for students. The process of restoring and operating Polish educational institutions was complex, involving strict requirements for teachers, textbooks, and curricula, which mandated the study of the Russian language, history, and geography. As a result, some everyday challenges of Polish educators were alleviated, and schooling for children was re-established.