Vladimir Main Public School. What kind of public education does the public school have? Folk schools

Public schools - educational institutions in pre-revolutionary Russia.

According to the Charter on public schools for all cities Russian Empire dated August 5, 1786 were organized Main And Small public schools. During the school reform of 1804, the Main Public Schools were transformed into gymnasiums, and the Small ones into District Schools.

Primary public schools were created in 1864 and provided only primary education. These included zemstvo schools, various departmental and private schools, as well as parochial and Sunday schools. Their activities were regulated by the Regulations on Primary Public Schools, adopted in 1874.

Art. 2. Primary public schools include:

1) Clerical departments: parochial schools opened by the Orthodox clergy in cities, towns and villages, with and without assistance from the treasury, local societies and individuals.
2) Departments of the ministry public education: a) parish schools in cities, towns and villages, maintained at the expense of local societies and partly at the expense of the treasury and donations from private individuals, and b) public schools, established and maintained by private individuals of various ranks.
3) Other departments: rural schools of various types, maintained at the expense of public funds.
4) All general Sunday schools established both by the government and by urban and rural societies and private individuals for the education of persons of the craft and working class of both sexes who do not have the opportunity to benefit from teaching on a daily basis.

Art. 3. Items training course Primary public schools serve: a) the law of God (short catechism) and sacred history; b) reading from books of civil and church press; c) letter; d) the first four operations of arithmetic and e) church singing where teaching it will be possible.

Regulations on primary public schools (1874)

Replaced in 1918 by unified labor schools.

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• Main public schools- article from the Great Soviet Encyclopedia.

An excerpt characterizing the public schools

In the evening Prince Vasily arrived. He was met at the prespekt (that's the name of the avenue) by coachmen and waiters, who shouted and drove his carts and sleighs to the outbuilding along a road deliberately covered with snow.
Prince Vasily and Anatoly were given separate rooms.
Anatole sat, having taken off his doublet and resting his hands on his hips, in front of the table, at the corner of which he, smiling, fixed his beautiful large eyes intently and absent-mindedly. He looked upon his entire life as a continuous amusement that someone like that for some reason undertook to arrange for him. Now he looked at his trip to the evil old man and the rich ugly heiress in the same way. All this could have turned out, he supposed, very well and funny. Why not marry if she is very rich? It never interferes, Anatole thought.
He shaved, perfumed himself with care and panache, which had become his habit, and with his innate good-natured, victorious expression, holding his beautiful head high, he entered his father’s room. Two valets were busy around Prince Vasily, dressing him; he himself looked around animatedly and nodded cheerfully to his son as he entered, as if he were saying: “So, that’s exactly what I need you for!”
- No, no joke, father, is she very ugly? A? – he asked, as if continuing a conversation he had had more than once during the trip.
- That's enough. Nonsense! The main thing is to try to be respectful and reasonable with the old prince.
“If he scolds, I’ll leave,” said Anatole. “I can’t stand these old people.” A?
– Remember that everything depends on this for you.
At this time, the arrival of the minister with his son was not only known in the maid’s room, but appearance both of them have already been described in detail. Princess Marya sat alone in her room and tried in vain to overcome her inner agitation.
“Why did they write, why did Lisa tell me about this? After all, this cannot be! - she said to herself, looking in the mirror. - How do I get out into the living room? Even if I liked him, I couldn’t be on my own with him now.” The thought of her father's gaze terrified her.
The little princess and m lle Bourienne have already received everything necessary information from the maid Masha about what a ruddy, black-browed handsome minister's son was, and about how daddy dragged their legs onto the stairs, and he, like an eagle, walking three steps at a time, ran after him. Having received this information, the little princess and M lle Bourienne, still audible from the corridor in their animated voices, entered the princess’s room.

In 1786, the Commission created a project on the establishment of public schools, in the same year the “Charter of public schools of the Russian Empire” was approved, according to which two types of public schools were created to educate children of the nobility, merchants and clergy: the main public school with a five-year period of study and small public schools with a two-year period of study. They were supposed to organize training based on the principles of the class-lesson system. The content of education at the small public school included reading, writing, arithmetic, drawing, catechism and church history. In the main public schools, Russian grammar and the beginnings of general history were added to this list of subjects. The schools provided for joint education of boys and girls, the school day began at 8 a.m. and lasted until 6 p.m. with a break from 11 a.m. to 2 p.m.; children were admitted to the school twice a year. In 1783, the main methodological document that determined the activities of teachers of public schools was “Guide to First and Second Grade Teachers” by I.I. Filberg, which was translated by F.I. Jankovic de Mierevo. The document revealed the methodology for working with the class and examined the specifics of teaching various subjects. At the end of the 18th century. A number of leading scientists and teachers in Russia created textbooks for public schools in various disciplines.

27. Creation of a state system of primary, secondary and higher education in Russia in the 19th century. (statutes 1804,1828, 1864, 1871-1872)

In the “Preliminary Rules of Public Education” (1803), and then in the “Charter of Educational Institutions Subordinate to Universities” (1804), it was stated that “for the moral education of citizens, according to the responsibilities of each state, four types of schools are determined, namely: 1) parish, 2) district, 3) provincial, or gymnasiums, 4) universities.” The basic principles of public education were proclaimed to be classless, free and accessible to all. According to the “Charter...” Russia was divided into six educational districts according to the number of universities. In addition to the already existing Moscow, Vilna and Dorpat, in 1804–1805. Universities were opened in Kazan and Kharkov and the main pedagogical institute in St. Petersburg, which in 1819 was transformed into a university. The charter introduced strict dependence of the links of public education: parish schools were subordinate to the superintendent of the district school, district schools to the director of the gymnasium, gymnasiums to the rector of the university, and the university to the trustee of the educational district.

Parish schools provided an elementary level of education with a duration of one year; they were opened one per parish (administrative church unit) in each city or village. The curriculum of parish schools included the law of God and moral teaching, reading, writing, the first operations of arithmetic, as well as reading some sections from the book “On the Positions of Man and Citizen”; classes were held for nine hours a week.

District schools opened in district and provincial cities, had a training period of two years and provided in-depth training to children who graduated from parish schools. Organized earlier during the reform of the late 18th century. small schools were transformed into district schools, and new ones were created. The content of education in district schools was represented by the law of God, the study of the book “On the Positions of Man and Citizen,” Russian grammar, general and Russian geography, general and Russian history, arithmetic, the basics of geometry, physics and natural history, the basic rules of technology related to the economy region and its industry, drawing. There were only two teachers teaching at the school; the intensive program did not provide the opportunity for deep mastery of knowledge in many subjects.

Gymnasiums opened in provincial cities, the course of study in them was four years, they represented the middle stage of education, following the district school. The gymnasium curriculum included a wide range of subjects: Latin, French and German, history, geography, statistics, natural history, experimental physics, theoretical and applied mathematics, philosophy, fine and commercial sciences, drawing, technology, music, gymnastics, and dancing. In addition, logic and grammar were added in grade I, psychology and “moral teaching” in grade II, aesthetics and rhetoric in grade III, and legal and political sciences in grade IV. Graduates who graduated from the gymnasium could enter the university.

In the new “Charter on Primary and Secondary Schools” (1828), which outlined ways to reform education. The “Charter...” confirmed the existing four-level education system and proclaimed the principle - “each class has its own level of education.” In accordance with this, parish schools were intended for the lower classes, district schools - for the children of merchants, artisans and other “urban inhabitants”, gymnasiums - for the children of nobles and officials. School life took place under the strict supervision of the authorities and the police. For misconduct, all sorts of penalties were imposed, including the rod, expulsion from school, and for teachers - dismissal from service.

In 1864, the “Regulations on Primary Public Schools” were approved, in which elementary schools of all departments, city and rural schools maintained at the expense of the treasury, societies and private individuals were included in primary education. In elementary schools, the law of God, reading from civil and ecclesiastical books, writing, the four arithmetic operations and, where possible, church singing were taught. All teaching was to be conducted in Russian. The duration of training was not specified in the Regulations. In fact, in the best zemstvo and city schools it was three years, in many others - two years. All primary public schools, which were previously under the jurisdiction of various departments, were subordinated to the Ministry of Public Education, but an exception was made for primary schools opened by the clergy: they remained under the jurisdiction of the Holy Synod. Overall reform primary education according to the Regulations of 1864, which meant its non-estate character, it gave the right to open primary schools to local government bodies (zemstvos), allowed women to teach, and established collegial school management bodies.

In 1864, the “Charter of Gymnasiums and Pro-Gymnasiums” was approved, which proclaims the principle of universal education and non-class school. According to the charter, two types of gymnasiums were established: classical - with the teaching of Latin and Greek and real - without ancient languages, training in them was designed for seven years. In a real gymnasium, in comparison with a classical one, exact and natural subjects were taught to a greater extent: mathematics, natural science, astronomy, physics, and drawing. The organization of pro-gymnasiums was envisaged - incomplete secondary schools with a 4-year period of study corresponding to the first four grades of the gymnasium. As a rule, they opened in small county towns.

In 1871, a new Charter of gymnasiums was published, according to which all male gymnasiums were transformed into classical ones. Education in them was built around humanitarian subjects - ancient languages, literature, grammar, etc. In 1872, the Charter of real schools - secondary schools with a 6-7-year period of study - was published. In the last classes of the school, specialized training was expected in the commercial, mechanical-technical or general departments. In 1888, real schools, with the liquidation of professionally oriented departments, became general educational institutions.

The new University Charter adopted in 1884 significantly reduced the rights to self-government high school, abolished various informal associations and communities, and placed the activities of the teaching staff under the control of the Ministry of Public Education.

Developments 1760-70. contributed to the creation of the most important document, the “Charter of Public Schools” of 1786. The main source for it was the Austrian school charter of 1774.

The charter was the fruit of four years of work by the “commission on the establishment of schools,” created by decree of September 7, 1782. composed of: secretary P.V. Zavadovsky, academician F.I. Epinus and Privy Councilor P.I. Pastukhova. The most important role in the work of the commission was played by Fedor Ivanovich Yankovic, a Serb by origin, who had extensive experience in reorganizing schools in Hungary.

Even before the final approval of the Charter (August 5, 1786) in April 1786. followed by the order of Catherine II to organize the main public schools in 25 cities of the Russian Empire, including in Petrozavodsk.

Catherine's school, like Peter's school, was state, but also had two more important features: it became general education and classless.

For the newly created schools, teacher training was organized through a teachers' seminary, the teachers of which were professors and adjuncts Russian Academy Sci. A total of 100 teachers were trained.

In Petrozavodsk, the main public school was opened on September 22, 1786, 95 children were enrolled (of which only 4 were girls). The next year 1787 small public schools (primary schools) were opened in the district towns of the Olonets province of Kargopol, Vytegra and Olonets.

In the main (provincial) public school they studied: reading, writing, the Law of God, drawing, grammar, Russian geography And Russian history, general geography and general history, Latin, architecture, doctrine of the positions of man and citizen. In small (district) public schools - reading, writing, arithmetic and the Law of God.

A number of parents in Petrozavodsk preferred to educate their children privately, not wanting to send them to the main public school. Upon admission to the school, many children were enrolled in the second and third grades (with a four-year course of study).

Private schools that existed earlier in Petrozavodsk, whose teachers were literate people of various ranks: merchants, townspeople, officials, artisans (even women taught boys), constituted real competition to the Main Public School. Students of private teachers were reluctant to go to the new school and often returned to their old teachers.

The fact that some children, after the opening of the school, return to their former private (private) teachers can be explained by some very significant shortcomings of Catherine’s public school.

It is impossible not to mention these shortcomings. This:

1. Lack of a central educational authority.

2. Lack of a specific budget from public funds for public education.

3. Lack of a sufficient number of teachers and institutions that would train teaching staff.

4. Lack of continuity between the lowest and next school levels.

5. Imperfection of school programs.

The most important result in the development of education in the 18th century was the creation of a unified all-Russian school: state, general education and classless.

Scientific institutions.

Academy of Sciences.- Learned societies.- Congresses of scientists.- Public libraries.- Museums.

"The people who have best schools, is the first people or will soon become so.” This saying, which belongs to the famous French writer, Jules Simon, is a characteristic recognition of the enormous importance of public education. There is no area in the social, political, economic or spiritual life of the people in which successful development would not be in direct proportion to the degree of spread of public education. France in 1870, in its war with Prussia, was defeated by a “school teacher,” they often said after the end of the war, meaning to express by this the awareness of the importance of the level of education in a given country, providing for its troops best qualities. The latest successes of Germany in the field of industrial development, allowing it to successfully compete with other countries, also find their explanation in the fact that high level, what public education has achieved in it in general and in particular - technical and vocational.

It is not surprising, therefore, that public education everywhere is a subject of special concern to both the state and society, striving to provide the population with a sufficient number of schools, adequate teaching staff, etc. in order to wage a successful fight against ignorance. And many countries have achieved significant results in this regard. Thus, according to the latest data, per 100 inhabitants there are literate people, that is, those who can read and write: in Germany - 98, in Sweden and Norway - 97, in Switzerland - 95, in the United States - 92, in England - 90, in France – 85, Belgium – 77.

In Russia, per 100 residents, according to data from the late 80s, only 16 were literate. This percentage has risen somewhat; its size will be revealed by processing all the data from the 1897 census. In St. Petersburg, the latter found 62.6% literate and 37.4% illiterate; without a doubt, in the capital the percentage of literates is significantly higher than the average percentage in the entire Empire.

A comparison of these figures shows how Russia has lagged behind other countries in the development of public education. The awareness of this backwardness is felt more and more, especially in recent years, and by many signs one can think that due attention will be paid to public education. However, from the further presentation it will be clear that, compared with the recent past, Russia has achieved quite noticeable results, which serve as a guarantee of even greater successes in the future.

Public education in Russia is under the authority of a special Ministry of Public Education, which, to manage educational part has its own local authorities. The most important of these are the school district trustees. There are twelve educational districts; Each of them has several adjacent provinces. IN Eastern Siberia, the Amur Governor-General and the Turkestan Territory, supreme supervision of public education is entrusted to the governor-general. The immediate management of educational institutions belongs to their heads and, in many of them, to collegiate institutions (in gymnasiums and secondary schools - the director and pedagogical council, in universities - the rector, board and council). The management of lower educational institutions is entrusted to the directors and inspectors of public schools.

The majority of educational institutions in the Empire are under the jurisdiction of the Ministry of Public Education. But all other ministries and senior departments also have a significant number of educational institutions under their management. So, large number lower public schools (parochial and literacy schools) are under the jurisdiction of the Holy Governing Synod; a special group of primary schools consists of lower educational institutions military department; a significant number of women's educational institutions are under the jurisdiction of His Majesty's Own Office of the Institutions of the Empress Maria; Most technical and other special educational institutions are under the department of the ministries: finance, military, agriculture and state property, internal affairs, communications, the Imperial Court, etc.

In the following review current situation In public education, it is customary to divide educational institutions into two large groups - general education and special, and in each group educational institutions of three categories are considered: primary, secondary and higher education. In the department of general educational institutions, women's educational institutions and educational institutions of the religious department are especially highlighted. At the end of the review, data is presented on various scientific institutions that are important in the development of public education.

Primary schools.

Primary or public schools have as their task the communication of the basic initial knowledge necessary for everyone, as a person and a member of the community. Such schools are called “national” because they aim to meet the needs of the entire people.

Before Peter the Great, concerns about public education rested entirely with the church and the clergy. In the era of Peter. The Great Government for the first time began to take care of the organization of schools, but their development was very slow. During the reign of Catherine II, especially since the formation of the “Commission on the Establishment of Public Schools” in 1782, many cities were provided with schools: so-called main four-year public schools were created in provincial cities, and small two-year schools were created in district cities. In villages, it was only in the first half of this century that public schools began to be established, and primarily in the villages of state peasants, through the efforts of the Ministry of State Property.

A significant era in the development of primary school is the reign of Alexander II. The most important of the reforms of this reign, the abolition of serfdom in 1861, gave a particularly strong impetus to the development of primary education, the need for which began to be more and more clearly recognized by both the peasant population itself and the educated classes of society. The zemstvo institutions created in 1864, and city administrations after their reform in 1870, contributed to the satisfaction of this need to a very significant extent. During the reign of Alexander II, a completely new organization the entire matter of primary public education, which was based on the Regulations on primary public schools of 1864 (the essential features of this were preserved in the later published Regulations of 1874, which are still in force today). The following figures give an idea of ​​the growth of primary schools in the era of Alexander II. In 1856, according to a count of primary public schools, there were 8,227 of them throughout the Empire with 450,000 students (and there were 1,753 schools in the 3 Baltic provinces). At the end of the reign of Alexander II, namely in 1880, according to the data of the first special statistical study of school affairs, rural primary schools of all departments and names in 60 provinces. European Russia turned out to be 22,770 with 1,140,915 students. In terms of the amount of expenses for maintaining schools, the first place was occupied by zemstvos (in zemstvo provinces they covered 53.2% of the total amount of expenses), then - rural communities (they bore 33.7% of expenses in all provinces); the state treasury accounted for only 12.1% of all expenses (and in zemstvo provinces only 9%). According to the time of their founding, the schools were distributed as follows: there were only 4,622 (or 22%) schools opened before 1861, from 1861 to 1863 - 1,984 (or 9.4%) and from 1880 - 14,466 (or 68;6%).

Moving on to the essay current state primary education, it should be noted that the main management of it is concentrated, on the one hand, in the Ministry of Public Education, into whose jurisdiction primary schools were gradually transferred from other departments, and on the other, in the department of the Holy Synod with its bodies, which own the management of church -parish schools and literacy schools.

The local authorities of the Ministry of Public Education for the management of primary schools are the trustees of educational districts, directors and inspectors of public schools. Governors also have general supervision over the progress and direction of primary education in the province, and they have the right to communicate their comments and considerations to the Ministry of Public Education. Depending on the differences in administrative structure in certain areas of the Empire, the procedure for managing primary schools is not the same everywhere. The main and predominant organization is that existing in 34 provinces in which zemstvo institutions have been introduced and in which primary public education is regulated by the Regulations on primary public schools of 1874. According to this provision, primary public schools are established by zemstvos, city administrations, rural societies and private individuals. In addition to the directors and inspectors of public schools, the educational and administrative parts of them, according to the regulations of 1874, are managed by provincial and district school councils. The composition of the district school council, chaired by the district leader of the nobility, includes: an inspector of public schools, one representative each from the ministries of public education and internal affairs and from the diocesan department, two members from the district zemstvo assembly and one member from the city society, if the city gives funds for schools; In addition, local zemstvo chiefs can participate in the district school council when considering cases concerning their areas, as well as zemstvo doctors on sanitary and hygienic issues. The provincial school council is chaired by the provincial leader of the nobility and consists of the director of public schools, one representative each from the ministries of public education and internal affairs and from the diocesan department, and two members from the provincial zemstvo assembly. To establish a school, prior permission from the inspector and the consent of the chairman of the district school council are required. The founders of schools are allowed to elect special trustees to manage them, approved by the provincial school council. The search for candidates for teacher positions, who can be both clergy and secular persons, belongs to the founders or owners of schools, and approval for the position belongs to the district school councils. The latter also have the right to dismiss teachers from their positions and close schools; the temporary removal of teachers and the temporary closure of the school, in the event of any unrest, may follow by agreement of the inspector of public schools with the chairman of the school council. The subjects of the curriculum in primary public schools are: the Law of God (the short catechism and sacred history), reading from the books of the civil and church press, writing, the first four operations of arithmetic and church singing. Besides these compulsory subjects, crafts and handicrafts can be taught in schools. In the provinces of the Kingdom of Poland, supervision of primary public schools belongs to the heads of educational directorates and the inspector of schools in Warsaw. The economic part is managed by commune and village assemblies. In the Baltic provinces, the management of primary public schools is under the general supervision of the directors of public schools in the hands of higher and district committees and local school boards. In the Caucasus and other areas, the prevailing system is the individual management of primary public schools - directors and their inspectors.

A significant number of primary public schools, as stated above, are under the jurisdiction of the Holy Synod. These are parish schools and literacy schools. Church and parochial schools began to be established a long time ago, but special attention was paid to their development in the 80s. In 1884, the Regulations on parochial schools were published, according to which these schools are established by parish priests or other members of the clergy at the expense of the parish, with benefits from rural societies, the treasury or private individuals. These schools have the goal of “affirming among the people Orthodox teaching Christian faith and morality and impart initial useful knowledge.” They can be one-class with a two-year course and two-class with a four-year course. They teach the Law of God, church singing, reading church and civil seals and writing, basic arithmetic, and in two-grade classes, in addition, basic information from the history of the church and the fatherland. In 1886, a council was established under the Holy Synod to oversee these schools, and in 1888, regulations were issued on the district branches of diocesan school councils for parochial schools.

Literacy schools, which have as their task the communication of primary information, are also subject to the supervision of the clergy. They teach, to a lesser extent than in parochial schools, the Law of God, reading Church Slavonic and Russian, writing, basic calculation and church singing from the voice; members of the clergy and secular teachers of the Orthodox confession, appointed by agreement of the founders, teach literacy in schools schools with a parish priest. Completing a course at a literacy school gives an exemption from military service only if you pass a special test in the examination commission of the ecclesiastical department on the same basis as students of parochial schools.

In recent years, a significant change has occurred in the organization of parochial schools, which received legislative expression in the new “Regulations on Church Schools of the Department of Orthodox Confession,” published in 1902. During the initial development of church schools, their supporters pointed out that the desirability and expediency of their organization were based on a number of features and advantages they represented. It was pointed out that church schools are cheaper than secular ones, since they use the free labor of the clergy, members of the church clergy; they don't chase those complex tasks, which define primary secular schools, are limited to the most necessary supply of information, which is why the course in them is shorter and they again cost less, and at the same time they are more suitable for the requirements of the rural population. They are also cheaper because, with a simple course and supervision by a local priest, they can be content with teachers with less training and a lower salary. However, since church schools are run by local clergy, no complex and expensive organization is required to supervise them.

Meanwhile, all these considerations of the supporters of the church school were soon refuted by the demands of reality. First of all, the need for a special organization of supervision over church schools became clear, and paid positions for diocesan and district observers were established. It also became clear that there was a need to raise the low standards of remuneration for teachers, as well as to increase the duration of the course. At first, even a two-year course was considered too long, and increased work was aimed at developing literacy schools. The latter, however, turned out to be of little use, and lately their number began to increase more slowly than before, and more attention paid attention to the establishment of parochial schools, in which the two-year course was replaced by a three-year one, and according to the new Regulations, the establishment of parochial schools with a four-year and even five-year course is recommended. These measures naturally raise the need to increase the educational qualification requirements for teachers. Thus, in their organization, church schools are increasingly approaching secular schools, and from the further development of this process, of course, the needs of public education can only benefit.

TO primary schools Also included are the so-called city schools and district schools. The organization of city schools is regulated by a special regulation on them published in 1872, and since then, along with the newly created city schools, many district schools have been transformed into them. City schools are lower schools with a somewhat broader teaching program than ordinary elementary and parochial schools. They teach: - The Law of God, reading and writing, Church Slavonic, arithmetic, the basic principles of geometry, geography and history (mainly Russian), information from natural history, physics, drawing and painting, singing and gymnastics. City schools have 2, 3, 4 and even 6 classes. City and district schools are maintained primarily at the expense of the treasury and are managed directly by the bodies of the Ministry of Public Education; zemstvos and cities, which provide funds for their maintenance, have their representatives on the school councils of these schools.

A special group of primary schools consists of heterodox confessional schools and foreign schools. These schools are common in those areas where the population of other religions predominates, such as in the Baltic provinces. and Volga colonies with a Lutheran population, in the southern, eastern and southeastern provinces. both in the Caucasus and Turkestan with the Mohammedan population and in the provinces of the Jewish Settlement.

Finally, primary schools include Sunday and evening schools. Sunday schools first appeared in the late 50s and became quite widespread, especially in big cities. Then in the 70s. their development stopped, and only in the mid-80s such schools began to be established again. Sunday and evening schools are for men, women, and rarely mixed. They are organized primarily by private individuals with the permission of either the inspector of public schools or the diocesan authorities, depending on whose department they belong to. Education in these schools is always free. The composition of their students is extremely diverse, from young children to adults and the elderly. In view of this difference in preparation, Sunday schools usually have several divisions. In some Sunday schools the number of students is quite large; The Kharkov women's Sunday school is especially famous, with up to 750 students per year, with 70-80 teachers. There is no exact data on the number of Sunday and evening schools. A note compiled for the Nizhny Novgorod exhibition (1896) indicates that the number of city Sunday and evening schools slightly exceeds 200. Such schools also exist in villages and villages. The area is exceptional in terms of the number of Sunday schools. Kuban region, there are up to 100 Sunday schools in the villages.