The Polish School of Mediterranean Archaeology

Kazimierz Michałowski (Warsaw) THE POLISH SCHOOL OF MEDITERRANEAN ARCHAEOLOGY When we speak of a school in science we must know first of all what are its specific features, its achievements, its contribution to world science: all these elements must be distinct enough to make stand out this particular line of research from other activities in this field. But let us say frankly: the originality of a research method is not sufficient to justify the name of a scientific school. Indeed the achievements must be so outstanding as to exceed regional boundaries; their significance for world science must be so great as to make this revealing research draw attention also to the specific method of the given team of sciectific workers. Of course the value of a research method is only then fully acknowledged when it is — wholly or partly — adopted by other scholars who do not belong to this “school.” Today it seems to be beyond any doubt that one can justifiably speak of the Polish school of Mediterranean archaeology as having been a fact for the last quarter of a century. The very extent of its explorations made it necessary for it to use a method that was different from that applied before in the field of archaeology of the ancient world. The very name of Mediterranean archaeology was adopted rather accidentally in Poland as a result of purely administrative dispositions which aimed at separating this type of scientific research from the areas of other branches, long-established in the West and in prewar Poland. But it so happened, of which the persons in charge were unaware when deciding on the change from the name of the chair of classical archaeology to that o the Mediterranean archaeology, that just in Poland there was a possibility of creating a new branch that would embrace not only the classical world — called sometimes antiquity — but also the great civilizations of the ancient East: and all this enclosed within a single programme of university research, a single system of teaching students. Of course many obstacles had to be overcome, but while over coming them it was possible to work out a new system of university training which — as we can see it today — not only has been successful but has also contributed to the formation of a new method of scientific research and this in turn created conditions for the emergence of a specific Polish school of archaeology, different from other scientific centres of this kind. How did it come about? The young adepts of this branch were getting from the initial years of university study a broad view of the ancient world KWARTALNIK HISTORII NAUKI I TECHNIKI R. \\V 4.1980 i‘L ISSN 0023 598\ 708 Kazimierz Michałowski as being a unified culture in the basin of the Mediterranean. They were taught, what their predecessors did not know, that the great achievements of the Greek culture were based first of all on the achievements of the ancient Egyptians and only transformed by the Greek genius into seemingly original achievements. Another important factor of this university training in the Medeterranean archaeology was a close contact of students with original objects of art and material culture, collected first of all in the National Museum in Warsaw. The former system of training was not applied — which is astonishing — in the world’s major centres of these studies, having at their disposal magnificent museum collections, and was largely based on the “knowledge from books.” Pictures were used there to a great extent instead of studies of original objects — these being sometimes replaced by plaster casts. Another element which lay at the foundation of the new system of scientific research was a closer connection of archaeology with philology, both with classical and oriental one. As early as the third year of study, the student had to decide in choosing the theme of his master’s thesis whether it would relate to the classical world or to the culture of the ancient East. From that moment on his accessory studies — independently of his knowledge of classical philology, the foundation of the whole Medi terranean archaeology — had to be supplemented by the study of ancient eastern languages and writings e.g. Egyptian hieroglyphs and the Meso- potanian cuneiform writing. It might seem that this additional burden of material, extending the obligatory range of examinations, could discourage young people from taking up studies in this field. But just the opposite was the case. There were such years when the majority of students used to take up, within framework of the Mediterranean archaeology, studies of the ancient East archaeology. Of course, this choice was considerably influenced by our discoveries in Egypt, Syria and Sudan, made in the late 50ties and early 60ties. And these could be made largely owing to the fact that towards the end of the 1950s a Polish Centre of Mediterranean Archaeology, an institu tion connected with Warsaw University, had been set up in Cairo. In view of the widening range of our exploration in the Near East it was necessary to establish a base there from which the excavations could be organized in the particular countries of that area. In time the scope of the Centre’s activities grew to an extent that suprassed the number of teams in the field of such major institutions as for instance the French Institute of Eastern Archaeology in Cairo. The Centre proved an extremely important base for the further education of our archaeological graduates. We would thus enable the most gifted of them to take part — for at least a year — in our excavations in the Near East during which time they could, in most cases, collect the necessary material for their doctor’s thesis. While still at university, our undergraduates had the possibility of meeting eminent specialists in this field who accepted our invitations to lecture at the University, Academy or Museum, ac quainting themselves at the same time with archaeological documentation, collected regularly from all our digging sites. This direct contact with the The Polish School of Mediterranean archaeology 709 explorers whose names were known to the students from text-books or archaeological journals was very important for the latter since it strengthened their awareness of studying not at an outlying place but in one of the world centres in this field. That is why when they worked at the excavations, say in Egypt or Syria, our young graduates had no feeling of inferiority in their contacts with colleagues from France, Britain, Germany or the United States, just the opposite: on numerous occasions it turned out that they were better prepared for responsible work than the graduates from other countries. Yet a prerequisite of this situation was a good knowledge of foreign languages. Indeed from the very beginning, at my first meetings with the young putting in for the study of the Mediterranean archaeology, I have been laying a special stress on the necessity of learning by them foreign languages. I have been telling them — not in order to frighten them and neither to encourage them too strongly to study this field of archaeology — that apart from the normal curriculum obligations they would be also obliged to learn four major languages, i.e. French, English, German and Italian, assuming that they had already learned Russian at school. I have been also making it clear to them that their university studies would be of little avail to them if they would not be able to turn their knowledge to good account. And this could happen only through a good knowledge of the so called “Congress” languages consisting not only in the ability to read, but also to conduct discussions in at least two languages (e.g. French and English) and a capacity to write in at least one of them. I have made it a practice in time that the so called journal de fouilles (excavation diary) and inventory of finds have been made in one of the congress languages, mostly in English. Thanks to it, in Faras for instance, our notes and field elaborations could be at once available to the excavation missions, at that time present in Sudan and of course eager to get to Faras which at the time had won the fame of being the greatest archaeological find of the so called “Nubian campaign”. The heavy curriculum of studies and the necessity to acquire a good knowledge of foreign languages brought about an automatic selection among the young: only the persevering, diligent used to remain, those in fact who subsequently proved themselves in the field. It was necessary for the young Polish archaeologists, working in the Near East, to be equipped for their job not only as thoroughly as their colleagues from Britain or France but even more so. Only then the situation could arise that an archaeological office — in Egypt, Sudan or Syria — having to entrust a foreign archaeologist with a task and facing the necessity to choose a pupil of major research institutions: French, German, would choose in this competition a Pole who had already proved in the international rivalry the high qualities of his knowledge and character. It was not easy to achieve this position, i.e. to win for our scientific undertakings and for our research workers who took part in them an opinion that would meet the expectations of others. But we have done it. There were cases when we were charged with very responsible tasks and it was done in situations when for these concessions had been applying more 710 Kazimierz Michałowski heavily staffed and richer institutions. And as regards our pupils their cooperation was sought not only by the departments of antiquities, but, what is even more important, by other archaeological missions active in those territories.

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