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.

scholarly journals ETHNO-RELIGIOUS AND LEGAL ASPECTS OF THE PRE-SOVIET GOVERNMENT OF THE DAGESTAN REGION

2019 ◽  
pp. 29-37
Author(s):  
MAGOMEDKHAN M. MAGOMEDKHANOV ◽  
◽  
ROBERT CHENCINER ◽  
SAIDA M. GARUNOVA ◽  
◽  
...  
Keyword(s):  
Legal Aspects ◽  
Russian Empire ◽  
Soviet Government ◽  
Form Of Government ◽  
Administrative Division ◽  
The World ◽  
Grassroots Level ◽  
Administrative Units ◽  
The Russian Empire ◽  
The 19Th Century

The article studies ethno-religious / confessional and legal aspects in the pre-Soviet practice of government of the Dagestan region. The Russian Empire was one of the most varied in the world with regard to the ethnic and religious relations. By the end of the 19th century, the Russian Empire covered an area of almost 22.5 million square km., and its 125.7 million population included, in addition to Russians (about 42.0%), two hundred peoples, followers of various religions and beliefs, including Islam (11.1%), Judaism (4, 2%) and Buddhism (0.5%). With the incorporation of Dagestan into Russia, in 1868 the feudal form of government or the Khanate(s) was abolished. The institutions of civil self- government of rural societies were adapted to the general imperial goals of government and subordinated to the tsarist administration. In general, administrative and territorial delimitation at grassroots level corresponded to the traditional divisions of rural societies. The former administrative division into “naibstva” (administrative units, from Arabic نَائِب (nāʾib) assistant, deputy head) was retained...

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.

The Worldview of Metropolitan Joseph (Semashko) and Its Origin

2020 ◽  
Vol 58 ◽  
pp. 331-345
Author(s):  
Protopriest Alexander Romanchuk
Keyword(s):  
19Th Century ◽  
Russian Empire ◽  
Orthodox Church ◽  
World Outlook ◽  
The World ◽  
The Russian Empire ◽  
The 19Th Century

he article examines the world outlook of the outstanding church hierarch - Metropolitan of Lithuania and Vilnius Joseph (Semashko) who is considered to be the founder of the ideology of Westrussism which was the basis of the Russian Empire policy in the Western provinces in the second half of the 19th and the beginning of the 20th centuries. The article traces the origin of His Grace’s views that determined his activity aimed at disbanding the Brest Church Union and reestablishing the position of the Orthodox Church in Russia. The author comes to the conclusion that Metropolitan Joseph’s views formed an integral outlook system. In part his views were ahead of his time, and in part they were in line with the epoch. The revealed views of the Metropolitan “the Reunitor” show that the overcoming of the Uniat problem in Russia in the 19th century was well-grounded.

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.

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 “Greyish-brown little pony! How i loved you!”: About the gender filter of the making of a poetic bookshelf for children in the 19th century

2020 ◽  
Vol 18 (2) ◽  
pp. 425-439
Author(s):  
Olga Luchkina ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
19Th Century ◽  
Educational Institutions ◽  
School Students ◽  
Gender Differentiation ◽  
Military Schools ◽  
Expert Community ◽  
The 19Th Century ◽  
Selection Of

The article examines the experience of teachers and literary critics in the selection of poetic works and poets for the children’s reading list. Reviewers of the “Pedagogical Collection” evaluated books for students of military educational institutions, and the experts of “Women’s Education” focused on the reading of women’s school students. The paper describes and analyzes approaches to the creation of gender opposed bookshelves, the nature of the requirements for poems for girls-high-school students and boys-students of military schools. Department journals performed regulative and evaluative function of the expert community, which was focused on the educational ideas of the departments. The content of “book- shelves” is considered and analyzed: “classic” authors (G. R. Derzhavin, K. N. Batyushkov, P. A. Vyazemsky, V. A. Zhukovsky, I. I. Kozlov, A. V. Koltsov, M. Yu. Lermontov, M. V. Lomonosov, P. S. Maikov, I. S. Nikitin, N. A. Nekrasov, V. A. Ozerov, A. S. Pushkin, F. I. Tyutchev) , and collections of poems by children’s poets (N. Blinov, A. Kruglov, N. Pozdnyakov, M. Evstigneev, G. Weinberg, I. Derkachev, I. Panov). On the example of the authors reviewed in the 1860s-80s, it is observed how the expert community of teachers and literary critics participated in the formalization of gender differentiation. The article provides evidence for particular diachronic qualities of such selection of poets that have influenced the work of literary critics, publishers, and compilers of poetry readers.

scholarly journals ACQUISITION OF ARMED FORCES IN THE UKRAINIAN LANDS AS A PART OF THE RUSSIAN EMPIRE IN THE LATE XIX - EARLY XX CENTURY

2020 ◽  
Vol 2 (4(106)) ◽  
pp. 53-58
Author(s):  
О. Б. Северінова
Keyword(s):  
Social Relations ◽  
Professional Training ◽  
Armed Forces ◽  
Russian Empire ◽  
Educational Institutions ◽  
Practical Training ◽  
Military Organization ◽  
Military Schools ◽  
The Russian Empire ◽  
The Military

The relevance of the article is that the effectiveness of any state structure largely depends on its leaders. In the army, this factor is extremely important, primarily due to the specifics of social relations inherent in the military organization. The main purpose of officers at that time was to train lower ranks in military affairs and command of troops in a combat situation. The solution of such problems was impossible without proper education and professional training, which was convincingly confirmed by the Russo-Japanese War of 1904-1905. It is emphasized that in peacetime the main links in the system of military schools in the Russian Empire were: a) cadet corps, as well as general classes of His Imperial Majesty's Page, in which students received general secondary education. They were intended for the education and upbringing of children and adolescents who were later preparing to enter military schools and become officers; b) institutions that trained young people to serve as officers. Such were the military and cadet schools (existed until 1910), which trained officers for service in the cavalry and infantry, as well as engineering, military topographic and artillery schools, which were called special. In addition, this group included special classes of the Page of His Imperial Majesty's Corps. All these military educational institutions trained officers of the respective branches of the army and services; c) institutions for improving the education and special technical knowledge of officers of the active service. This group of institutions was divided into two categories: higher military educational institutions (military academies), in which officers received higher military education, and institutions designed to improve the theoretical and practical training of officers of different types of troops in accordance with their specialty (officer schools). It was found that graduates of cadet schools who graduated from the department with a military school course, who worked at some cadet schools, were promoted to the rank of officer along with graduates of military schools. This was due to the fact that these departments, where training was conducted according to the programs of military schools, accepted people with secondary or higher education.

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.

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