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.

Czechs and Slovaks in the Russian Empire (last third of the 19th century – early 20th century)

2021 ◽  
Author(s):  
Elena P. Serapionova ◽  
Keyword(s):  
Czech Republic ◽  
Russian Empire ◽  
Cultural Development ◽  
Early 20Th Century ◽  
The Czech Republic ◽  
Official Policy ◽  
The Social ◽  
History Of ◽  
The Russian Empire ◽  
The 19Th Century

The book deals with the historical contacts of Czech, Slovak and Russian peoples, the beginning of mass Czech and Slovak relocation to Russia, Russian official policy towards settlers. The author marks the main centers of their residence, pauses in detail on public organizations created by them, ties with the historical homeland, their participation in the Slavic movement. Special attention is paid to the prominent representatives of the compatriots. The monograph analyzes the social, professional composition of the Czech and Slovak diasporas, evaluates their contribution to the economic and cultural development of Russia. It is based on documents published and identified in the archives of Russia, Czech and Slovak republics, printing masters, memories and literature on the topic. The book is intended for specialists in the history of Russia, the Czech Republic and Slovakia, as well as all those interested in the ties of the peoples of the three countries.

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 FEATURES OF MILITARY EDUCATIONAL INSTITUTIONS ACTIVITY IN YELISAVETGRAD REGION IN 1865-1917

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
O. V. Pertsov
Keyword(s):  
Russian Empire ◽  
Military Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Internal Organization ◽  
Military School ◽  
The Russian Empire ◽  
The One ◽  
The Right ◽  
School Activity

In the article, the features of military educational institutions activity in Yelisavetgrad region in 1865–1917 have been studied. The purpose of the article is to study features of Yelisavetgrad cavalry junker school activity in Yelisavetgrad region in 1865–1917. The purpose of the Yelisavetgrad cavalry junker school was analysed as the one to prepare high-moral officers-practitions and as a military one that had the right to train officers in the rank of Cornets. It has been concluded that at a certain point of its activity Yelisavetgrad cavalry junker school became the second in the Russian Empire due to its the internal organization of the institution's life in accordance with the current charter of the internal service in the troops, the organization of the educational process and the regime in the school.Key words: military educational institutions, Yelisavetgrad region, military school, officer cavalry school, military education.

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 Polish Jews, Russian Jews and the Transfer of the Social Imagery: the Polish Kingdom and Russia in the 19th Century

2020 ◽  
pp. 77-96
Author(s):  
Artur Markowski ◽  
◽  
Keyword(s):  
19Th Century ◽  
Opposite Direction ◽  
Russian Empire ◽  
Social Image ◽  
Russian Jews ◽  
The Social ◽  
Polish Jews ◽  
The Russian Empire ◽  
The 19Th Century

The article analyzes the process of making and the evolution of the terms „Polish Jew” and “Russian Jew”in the 19th century in the Polish Kingdom and the Russian Empire. The article shows how social imageries were transferred from the Polish Kingdom to Russia and in the opposite direction and how they were mutually influencing the defining of new Jewish identities created in relation to the countries in which the Jews lived. Finally, the article shows, on the bases of few biographical cases, how practically the transfers of social image ries we retaking place.

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 The role of the special classes of Lazarev Institute in the development of “practical Oriental studies” in Russia in second half of 19th – beginning of 20th centuries

2017 ◽  
pp. 76-88
Author(s):  
M. Volhonskiy
Keyword(s):  
Middle East ◽  
Russian Empire ◽  
Educational Process ◽  
Educational Institutions ◽  
The Russian Empire ◽  
Oriental Studies ◽  
Special Classes

The article describes a complex path of development of domestic «practical Oriental studies» in the second half of XIX – early XX centuries by the example of special classes Lazarev Institute. Passing during this time through several major transformations of special classes became a leading Russian educational institutions specializing in the preparation of the «Orientalists practitioners», future diplomats and officials, called to serve in the Middle East, and Eastern and southern outskirts of the Russian Empire. Hallmark special classes was the use in the educational process achievements as «academic» and «practical Oriental studies».

Sign in / Sign up

Export Citation Format

Share Document