scholarly journals Higher educational institutions of the Belarusian­Lithuanian provinces in the system of scientific certification and training of scientific personnel of the Russian Empire (XIX – early XX centuries)

2020 ◽  
Vol 65 (3) ◽  
pp. 298-306
Author(s):  
N. Ya. Novik
Keyword(s):  
Roman Catholic ◽  
Russian Empire ◽  
Agricultural Science ◽  
Educational Institutions ◽  
Medical Sciences ◽  
Higher Educational Institutions ◽  
Scientific Personnel ◽  
Higher Educational ◽  
The Russian Empire ◽  
The 19Th Century

The system of scientific certification, which was gradually formed in the Russian Empire in the first half of the 19th century, included higher educational institutions on the territory of the Belarusian­Lithuanian provinces: Vilnia University, Vilnia Medical and Surgical Academy, Polatsk Jesuit Academy, Vilnia Roman Catholic Academy. The training of scientific personnel in the natural sciences and humanities was the responsibility of the professorial colleges of these educational institutions, each of which was an independent certification center. The activities of these educational institutions within the framework of the system of scientific certification assumed the existence of a hierarchy of academic degrees, the composition of which was actually reduced to the following scheme: “candidate” – “master” – “doctor of sciences”. The most representative on the scientific and pedagogical weight and the number of professors and teachers was Vilnia University. The practice of defending of the dissertations by specialists from internal Russian provinces and from abroad in it evidenced of the high recognition of Vilna University. Vilnia University and the Vilnia Medical and Surgical Academy were well­known centers for the training of scientific personnel in the field of medical sciences. Under the academic jurisdiction of the Vilnia University, as well as the Polatsk Jesuit Academy, Vilna Roman Catholic Academy was theology. A significant contribution to the training of scientific personnel, the creation of new areas of agricultural science was made by the Hory­Horki Agricultural Institute, although it was not an independent center of scientific certification. After the closing of this institute, there were no higher educational institutions in Belarus capable of training specialists for scientific research, but at the beginning of the 20th century. a certain role in the formation of personnel in the field of special historical disciplines was played by the Vitsebsk branch of the Moscow Archaeological Institute.

The Financial Situation of Jewish Students in the Russian Empire in the Early Twentieth Century (Based Principally on Census Data from Ukraine)

2018 ◽  
Vol 12 (2) ◽  
pp. 203-227
Author(s):  
Maryna Krugliak
Keyword(s):  
Census Data ◽  
Russian Empire ◽  
Jewish Question ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Christian Students ◽  
Jewish Students ◽  
Higher Educational ◽  
The Russian Empire ◽  
Health Situation

Abstract The article defines the characteristics of the material situation of Jewish students enrolled in the higher educational institutions of the Russian Empire, using Ukraine, whose territory was part of Russia, as an example. The author shows the attitudes of the Russian authorities toward the so-called ‘Jewish question,’ illustrates the restrictions faced by Jews when entering higher educational institutions and during training. The monthly and annual budgets of Jewish students and analysis of such data by comparison with Christian students’ budgets are presented. Proof is offered that the magnitude of the Jewish student budgets to cover daily living expenses was greater than that of their Christian counterparts. The article seeks to describe and compare the living conditions of Jewish students (housing, nutrition, health situation) with conditions faced by other students in the Russian Empire.

scholarly journals The question of the teaching of God's Law in the Journals and Minutes of the Presidium of the Supreme Court

2019 ◽  
pp. 226-235
Author(s):  
Владислав Иванович Пшибышевский
Keyword(s):  
Russian Empire ◽  
Educational Institutions ◽  
Religious Knowledge ◽  
Knowledge Of God ◽  
The Supreme Court ◽  
The Subject ◽  
The Law ◽  
The Russian Empire ◽  
The 19Th Century

Предмет «Закон Божий» являлся один из самых главных предметов в низших и средних учебных заведениях Российской империи на протяжении двух веков. Под влиянием предмета, дающего знания о Боге, предмета важного не только в образовательном, но и в воспитательном значении, выросло не одно поколение православного населения России. Изучение этого предмета было обязательным для всех детей, принявших Святое Крещение в Православной Церкви. Закону Божию обучали и на дому, но главным местом, где ребёнок мог впитать религиозные знания, была школа. Преподавали Закон Божий в основном священники, а должность их называлась «законоучитель». Законоучитель наравне с другими преподавателями пользовался всеми правами государственной службы. К концу XIX века появились проблемы, связанные с процессом преподавания Закона Божия, в отношении предмета учебные программы устарели, в отношении законоучителей появлялись, в силу определённых обстоятельств, неоднократные случаи нерадивого отношения к своему делу, в отношении самих учащихся было зафиксировано большое количество случаев активных выступлений против изучения Закона Божия. Все вышеперечисленные проблемы пытались решить в свете церковных реформ начала прошлого столетия. Данная статья посвящена вопросу преподавания Закона Божия в работе Высочайше учреждённого Предсоборного Присутствия. В исследовании рассмотрено место предмета «Закон Божий» в заседаниях данного органа, заинтересованность им членами Присутствия, предложения по улучшению качества преподавания столь важного предмета и его сохранению в списке обязательных предметов в учебных заведениях Российской империи. The subject of the Law of God was one of the most important subjects in the lower and secondary schools of the Russian Empire for two centuries. It was a subject which gave knowledge of God, a subject important not only in its educational, but also in its educational meaning, and under the influence of which several generations of the Orthodox population of Russia grew up. The study of this subject was obligatory for all children who received holy Baptism in the Orthodox Church. The Law of God was also taught at home, but the main place where a child could absorb religious knowledge was in school. The Law of God was taught mainly by priests, and their post was called a teacher of the law. The teacher of the law enjoyed all the rights of public service on an equal footing with other teachers. By the end of the 19th century, problems associated with the process of teaching the Law of God had appeared, the syllabus for the subject was out of date, there were repeated cases of negligence on the part of the teachers, and there were many cases of active protests against the teaching of God's Law by the students themselves. All the above-mentioned problems tried to be solved in the light of the church reforms of the beginning of the last century. This article is devoted to the question of teaching God's Law in the work of the Presidium of the Most High Council. The research examines the place of God's Law subject at the meetings of this body, the interest of the Presence members in it, the suggestions to improve the quality of teaching such an important subject and its preservation in the list of obligatory subjects in the educational institutions of the Russian Empire.

scholarly journals City schools and teacher training institutes of the Russian Empire: from project to implementation

2021 ◽  
Author(s):  
Р.Р. Исхакова
Keyword(s):  
Education System ◽  
Russian Empire ◽  
Educational Process ◽  
Educational Institutions ◽  
Social Significance ◽  
Basic Principles ◽  
The Social ◽  
The Russian Empire ◽  
The 19Th Century ◽  
City Schools

Вторая половина 19 в. – время активного формирования системы начального и среднего образования для всех без исключения социальных слоев населения. Актуальность статьи заключается в исследовании парадигмы развития так называемой городской системы образования, форм и методов обучения городского населения Российской империи. Выявлено, что система образования для населения промышленно развитых городов была задумана по образцу аналогичного прусского опыт, однако под влиянием целого ряда обстоятельств, исследованных в статье, трансформировалась в эффективную модель связанных между собой учебных заведений: городские училища – учительские институты. Проанализированы основные принципы вновь образованной системы образования: организационные основы, постановка учебного процесса. Сделаны выводы о социальном значении этой системы образования, ее месте в образовательном пространстве дореволюционной России. The second half of the 19th century was the time of active formation of the primary and secondary education system for all social strata of the population without exception. The relevance of the article lies in the study of the paradigm of the development of the so-called urban education system, forms and methods of teaching the urban population of the Russian Empire. It is revealed that the education system for the population of industrially developed cities was conceived on the model of a similar Prussian experience, however, under the influence of a number of circumstances investigated in the article, it was transformed into an effective model of interconnected educational institutions: urban schools – teachers' institutes. The basic principles of the newly formed education system are analyzed: organizational foundations, the formulation of the educational process. Conclusions are drawn about the social significance of this education system, its place in the educational space of pre-revolutionary Russia.

scholarly journals Politics of the Ukrainian SSR/USSR on Ukrainian Emigration in Czechoslovakia (1920s)

2018 ◽  
Vol 2 (48) ◽  
pp. 122-129
Author(s):  
Andriy Kryskov
Keyword(s):  
Political Parties ◽  
Russian Empire ◽  
Communist Regime ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Soviet Government ◽  
The World ◽  
Higher Educational ◽  
Active Policy

During the 1920s, the leadership of the Ukrainian SSR / USSR conducted an active policy of eliminating, including physical, emigration from the former Russian Empire. Emigration was regarded as a threat to the existence of the USSR, it was organized on the rejection of Bolshevism. It was a means of propaganda against Bolshevism in the world scene. To reduce the activity of emigrants, amnesties were periodically proclaimed; another powerful form of struggle was the powerful propaganda of the achievements of the communist regime by influence agents. In the 1920s, Czechoslovakia became the center of activity for various Ukrainian political parties and movements. Ukrainian higher educational institutions functioned here and until 1923 there were organized military formations (Soviet agitators were active among students and interned military. Soviet diplomatic missions and consular offices controlled and supported (both ideologically and financially) their activities. To a large extent and as a result, Ukrainian emigrants in Czechoslovakia did not create a single association, and most of them recognized the Soviet government and returned to the Ukrainian SSR / USSR. Keywords: Ukrainian SSR, Ukrainian emigration, Czechoslovakia, repatriation

scholarly journals Reviews of the Regions of the Russian Empire as a Historical Source on the History of Education (on the Example of the Regions of the Steppe Territory and Turkestan)

2021 ◽  
pp. 66-70
Author(s):  
M.V. Rygalova
Keyword(s):  
Historical Context ◽  
Russian Empire ◽  
Educational Institutions ◽  
Historical Source ◽  
Education Development ◽  
Region Matching ◽  
History Of ◽  
The Russian Empire ◽  
The 19Th Century ◽  
Auxiliary Source

Reviews of the provinces and regions of the Russian Empire (appendices to the reports of governors) are a comprehensive source on the history of the regions. As the official statistical publication, the reviews are controversially assessed by historians for the reliability of the data. However, comparisons with other sources, as well as critical analysis, allow researchers to view the survey as a representative source. The article analyzes the source potential of reviews as a source on the history of the development of education in the outskirts territories of the Russian Empire. The characteristics of the information contained in the source on the development of education are given. As a result of working with the source, a set of issues in the field of education development that should be considered using the survey data as an independent or auxiliary source (quantitative growth of educational institutions, students, development of the network of educational institutions, its structure, features). The requirements for the structure of gubernatorial reports and their appendices were established at the beginning of the 19th century. However, the structure of reviews and the information presented in them differs significantly depending on the year or region. Matching of the information with other sections of the source and the historical context of the period under review allow us to conclude that the reviews in the education section are highly informative.

scholarly journals Zawarcie małżeństwa mieszanego wyznaniowo według prawa małżeńskiego z 1836 roku

2018 ◽  
Vol 65 (1) ◽  
pp. 229-247
Author(s):  
Arkadiusz Fastyn
Keyword(s):  
19Th Century ◽  
Catholic Church ◽  
18Th Century ◽  
Roman Catholic ◽  
Russian Empire ◽  
Roman Catholic Church ◽  
Civil Marriage ◽  
The Russian Empire ◽  
The 19Th Century

The thesis discusses the signifi cant question of inter-denominational marriages in Poland prior to 1946. Until the end of 1945, the laws in force in Poland were the 19th-century statutes. They had been enacted by the neighbouring countries (Austria, Russia and Prussia) that partitioned the Polish territory in the second half of the 18th century. In the Polish lands enjoying some autonomy in the Russian Empire, the regulation of marriage was based on the religious principles of 1836. Under the 1836 statute, there could be no civil marriage that would not produce a confessional effect. Consequently, the regulation of marriage had to combine confessional and civil effects into single norms and the legislative authorities had to provide for mechanisms correlating such effects. This applied to both the conclusion and dissolution of marriage. In these matters, the Roman Catholic Church adopted an uncompromising stance following from its belief in the special theological character of the sacrament of marriage.

scholarly journals CHEMICAL EXPERIMENT AS METHOD OF SCIENTIFIC KNOWLEDGE OF THE WORLD OF THE RUSSIAN EDUCATIONAL INSTITUTIONS IN XIX-XX CENTURIES

2015 ◽  
Vol 12 (3) ◽  
pp. 147-155
Author(s):  
Sergei V. Teleshov ◽  
Elena V. Teleshova
Keyword(s):  
High School ◽  
Secondary School ◽  
Fixed Time ◽  
Russian Empire ◽  
Educational Institutions ◽  
Military Schools ◽  
The World ◽  
The Russian Empire ◽  
The 19Th Century ◽  
Chemical Experiment

The chemistry as an independent subject in the Russian Empire was brought into the curriculum of real gymnasiums in 1864 (Parmyonov, 1963; Teleshov, 2000). Nevertheless, in 1794 in Mountain school A. M. Karamyshev, Karl Linney's pupil, gave actually the first course of chemistry in high school. It is quite natural that the very first textbooks of chemistry in Russia were in the German and French languages. Then the time of translated textbooks came. The first original textbooks for school appeared in Russia at the beginning of the 19th century. In all these books the essential attention was paid to chemical experiment: both to supervision, and its performance. Also, we will try to track that could observe and what to carry out in fixed time pupils of gymnasiums, schools and military schools at 19 beginning of 20 centuries. Certainly, we consider this question in connection with its large volume on a limited number of examples, using materials of school textbooks and articles in the methodical magazine. Educational texts in the range of 1886-1910, till 1911 - prior to the beginning of a methodical era of V. Verkhovsky will be brought to your attention. Key words: secondary school, chemical experiment, non multa sed multum.

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