Maria Rayevska-Ivanova. Pages of Memoirs

M. Rayevska-Ivanova (1840–1912), born in Kharkiv region, was the first female artist in the entire Russian Empire. For five years (1863–1868) she studied the art profession abroad, in particular from Dresden Professor L. A. Ergardt. Being well guided in the then directions of the development of art education and understanding the role of the movement of arts and crafts, in 1869 she opened the only art-industrial school on the Ukrainian territory, in Kharkiv. She constantly kept in touch with another enthusiast of this time-demanded type of art education from St. Petersburg – Dmytro Grygorovych. For over 27 years she taught free of charge at her school, making it public. She prepared about 900 pupils. Her significant contribution to the development of art education in Ukraine is still underestimated. However, the National Art Museum of Ukraine in Kyiv preserves the insufficiently studied and unpublished memoirs of this ascetic, which represented a unique document of that era, revealing the spiritual world of the Ukrainian intelligentsia, its ideals and aspirations. Some fragments of these memoirs are offered below, which can become a serious addition to the study of the role and place of Maria Rayevska-Ivanova in the history of Ukrainian art. As confirmation, some reproductions of educational works of students of Rayevska-Ivanova’s school are given, which are preserved in the library of the Kharkiv State Academy of Design and Arts. I used the embroidery “Landscape” by S. Yarotsky from my family archive, which is indirectly related to the artistic environment of Rayevska-Ivanova, in order to draw attention to the support of crafts as one of special merits of the school founder.

Portraits of the 1950s–1970s from the Funds of the Kharkiv State Academy of Design and Arts

This article examines the stylistic and imaginative features of the academic portraits created by the students of Kharkiv Art and Industry Institute (the KAII) in the 1950s and 1970s, which are now kept in the collections of the Kharkiv State Academy of Design and Arts (KSADA). It was found that the leading principle in the KAII teaching system during that period was the tradition of realistic portraiture, which was based on the principles of academic tonal drawing and volumetric-plastic representation of the form. The KAII applicants had a high level of professional training in art disciplines, and later the administration of the institution offered the best of them to join the teaching staff of the Institute (O. Martynets, N. Mynko, A. Demura, Ye. Bondarenko). The main components of the art education system of the Kharkiv Academic School of Painting in the 1970s underwent some changes due to the revision of the course of training for artists. Thus, in the 1950s the institute trained specialists only in the fields of “easel painting”, “theatrical and decorative painting”, “sculpture” and “easel graphics”, and in the 1960s new specializations in design education were opened: “interior and equipment”, “industrial design”, “industrial graphics and packaging”. Curricula for teaching drawing and painting for the new specializations were created on the basis of methodological materials of I. Repin Leningrad Institute of Painting, Sculpture and Architecture; V. Mukhina Moscow Higher Art and Industrial School, and Leningrad Higher Art and Industrial School. The paper shows that later the teaching methods for all the professional disciplines were adapted and improved by the KAII teachers under the influence of the latest requirements of that time. It is outlined that under the guidance of artists-teachers Yefrem Svitlychnyi and Mykhailo Rybalchenko, their students performed academic works that were influenced by monumental and decorative art and design, which flourished in Ukraine at that time. In most of the educational works in the 1960s and 1970s, certain stylistic changes can be traced in comparison with the paintings of the previous years. The analysis of academic works of that period shows a symbiosis of the easel and decorative forms.

THE ROLE OF EDUCATION IN NEEDS ASSESSMENT FOR SELF-ACTUALIZATION AND SELF-TRANSCENDENCE IN JUVENILE DELINQUENTS

The main objective of the present study focused on the role of education in achieving the level of self-actualization and self-transcendence among inmates. The inmates were in the sensitive age of their life. They should be exposed to academic education rather than violence and the appropriate place for them is the school and not the prison. The present research was a quantitative study. The universe of the present study was the Industrial Schools, YOIS (Youthful Offenders Industrial School) in Karachi. Purposive sampling method has been applied because this form of sampling generally considers the respondents with common characteristics, untypical and deviant behavior that tries to figure out where such individuals can be found and then allows the researcher might decide to go to certain street or to a particular bar to study them. The respondents were 120 inmates, the entire population which was interviewed purposively. The data was collected through structured questionnaire and analyzed through SPSS. The major findings showed the impact of education is helpful to improve the present status and act as a predictor in satisfying the needs assessment for self-actualization and self-transcendence to make these delinquents useful and potential being when they leave the industrial school.

To Mentor and Control: How the North Bennet Street Industrial School Became a Pioneer of Philanthropy and Americanization at the Turn of the Century

This study explores how Progressivism, and a belief in the benefits of ‘Americanizing’ immigrants, affected educational institutions such as Boston’s North Bennet Industrial School at the end of the nineteenth century.

Theoretical and Practical Challenges to Stop Recidivism Among Juveniles: Three Cases Studies of Male Juveniles in Karachi, Pakistan

In Pakistan, research (within academia and outside of it) lacks discussion and analysis of the policy, legal, administrative, institutional issues, challenges and barriers in addressing recidivism among juveniles. Therefore, this article’s primary aim is to understand the different factors that prevent children from recidivism; or instead, they contribute to juveniles’ developing tendency to re-offend. Three children between 15 to 18 years of age were interviewed at the superintendent of the Youthful Offender Industrial School (YOIS) in Karachi; also, an interview was conducted with the Director Reclamation and Probation, Sindh. The findings reveal that partial legal and institutional provisions and arrangements exist to address recidivism. However, these provisions are not implemented to stop children from re-offending. The analysis also shows that detention exists, but they did not have rehabilitation programmes, whereas community-based rehabilitation did not exist. Instead, these places (institutions and communities) educate children on how the crimes are being committed. The study’s findings suggest serious policy measures to deal with recidivism among male juveniles through diverse programmes and training and sensitisation of the police and judicial officials and the community members.

The scientific collection of ISEP Museum: Grenet and Leclanché cells

ISEP Museum was founded in 1999. It stores the memory of industrial school dated from the second half of XIX century. The education, at that time, was very practical and the methodology was based on models and tools. The collections are formed by 3 main typological groups: objects, prints/drawings and photos, a total of about 10 thousand pieces. The complexity of this collection causes multiple challenges concerning to conservation and management subjects. Recently, the main concern focus on the objects, because the lack of technical interventions by specialists. For instance, the Grenet and Leclanché cells are two case studies that show the prominent need of a technical intervention. This article presents a historical contextualization of cells, their composition and the conservation state of their constituent materials. The obtained results will attend to clarify further conservation and restoration approaches.

Technology and Livelihood Education (TLE) Instruction in the Secondary Schools in Northern Samar Division, Eastern Philippines

This study used the descriptive design as it aimed to explore the Technology and Livelihood (TLE) instruction in the secondary schools in Northern Samar Division in terms of level of attainment of the objectives of Technology and Livelihood Education, level of effectiveness of the methods and techniques used in the Technology and Livelihood Education Instruction, level of adequacy of instructional materials and equipment used in the instruction of Technology and Livelihood Education, and the problems encountered in the Technology and Livelihood Education instruction. This study was conducted in selected public high schools in the Division of Samar which includes the following secondary schools: University of Eastern Philippines Laboratory High School, Catubig Valley National High School, Hibubullao National High School, Somoroy Agro-Industrial School, and Las Navas National High School. The respondents of the study were one hundred twenty eight (128) fourth year students who were taking up Technology and Livelihood Education subjects. The main tool in gathering data and information from the respondents was the questionnaire. The goal of technology education is to promote technological literacy of a broad and encompassing nature. Technology and Livelihood Education has techniques in teaching focuses on the quality of the acts used by the teacher in representing the subject matter to the pupils. It may also include the skill of the teacher in accomplishing the task of learning. It is a technical skill, or artistic execution. Technique in teaching is a factor which promotes learning through teaching with the aid of devices. Results of the study, brought out remedial measures may be developed to improve the Technology and Livelihood Education instruction in Northern Samar Division such as: The national vocational schools or public secondary schools should endeavor to offer cluster of practical courses rather than concentrating in only one or two popular courses, so that students should be fully aware that in all occupational endeavor, they should have a knowledge of marketing and selling of their goods or services, and consequently, bookkeeping and accounting. Moreover, entrepreneurship or self-employment of the students need this knowledge when running his own business; Measures should be made by the schools in providing adequate and needed essential facilities, tools, equipment, and supplies and materials to fully implement their program of practical arts in order to attract more students in interest of improved learning; The institutions need to exert greater efforts in securing more community resources to aid in the implementation of the program and to argument insufficient funding for the purchase of materials to enrich curricular offerings; Teachers need to improve their skills and competence in imparting knowledge to their students, likewise, the institutions should adequately provide for the shortage such as lack of books, instructional materials, equipment/tools and the like in order that the students may be able to derive for the instruction.

"Saturated with Vice": Angelic White Children, Incorrigible Youth, and Reformable Subjects

This article looks at the eugenic sterilization in the United States in the twentieth century through the lens of race and property ownership. In Kansas specifically, sterilization was sensationalized in the media amidst two events that showcased contradictory understandings of white girlhood in the liberal eugenic era. Sterilization was championed in 1917 after a young white girl was raped and murdered, and then decried two decades later in 1937 when a senator uncovered a (legal) sterilization campaign at a girls' reformatory. I argue that these competing representations of white girlhood resulted from larger-scale societal anxieties about womens' expanding property ownership and voting rights in the twentieth century. Further, I analyze representations of race in the Girls' Industrial School in Beloit, Kansas to show how Black girls in the institution were understood as inherently criminal in a way that validated the ultimate "reformability" of white girls from eugenecist understandings of class and sexuality amongst white youth.