Betskoy as the organizer of the education system in Russia. Abstract: I.I. Betskoy - theorist and organizer of educational institutions
Russian statesman and public figure, educator
The illegitimate son of Field Marshal I. Yu. Trubetskoy (whose abbreviated surname he later bore) and the Swedish Baroness Wrede (according to other sources, Sparr); was born during his father's stay in Swedish captivity, spent his childhood in Stockholm. He was educated at home, studied at the cadet corps in Copenhagen, then served for a short time in the Danish army, due to an injury he was forced to leave military service. Apparently, in 1718 he returned to Russia with his father, but then left again for Europe for educational purposes. He was fluent in French and German.
In 1722-1726 he lived and studied in Paris, at the same time was a secretary of the Russian after V. L. Dolgoruk. At the request of his father, he returned to Russia, served under his command as an aide-de-camp in Kiev and Moscow. He was among the nobles who signed a petition against the "leaders" in favor of Anna Ioannovna (1730). In 1729-1747 he served in the Collegium of Foreign Affairs, as a courier he visited Berlin, Vienna, Paris. After 1740 - chamberlain at the "small court" of the heir to Peter Fedorovich, in 1744 he met his wife, the future Catherine II. In 1756-1761, together with his niece E. D. Golitsyna and her husband, diplomat D. M. Golitsyn, he made a long trip abroad to the Netherlands, France, Italy; visited the famous Parisian literary salon of Maria Theresa Joffren, was interested in modern painting and sculpture.
After Peter III came to power (1761), he received an order to return to Russia, where he was appointed director of the Office of Buildings. On the day of the coup, June 28, 1762, together with the emperor, he fled from Peterhof to Oranienbaum, in the first months of the reign of Catherine II did not play an active role. Then he quickly became one of the empress's entourage, becoming the official "reader" (personal secretary) (1762-1779).
In 1763, he presented to the Empress a project for an Orphanage ("General Institution for the Education of Both Sexes of Youth"), consonant with her liberal aspirations, in which he expounded in a revised form the pedagogical views of J. Locke, J. J. Rousseau, and C. A. Helvetius. The drafts and memoranda were of an official nature, which led to their wide publicity, the most important of them were translated into French and published for distribution in Europe.
President of the Academy of Arts (1764-1791, manager from 1763), in 1765-1766 manager of the Land Gentry Corps. In the last years of his life he lost influence at the court, in 1782 he became blind, around 1789 he practically retired from business.
Betsky's pedagogical ideas go back to the general educational concepts of upbringing in their popular French interpretation; also took into account the practice of European schools. In the 1760s - early 1770s. created in Russia a system of closed class-based educational institutions for children from 5-6 to 18-20 years old. The noble educational institutions were the Smolny Institute (in 1764, a similar Catherine School was opened in Moscow) and the Land Gentry Corps (according to the charter of 1766). For people from other classes (but not serfs), special "bourgeois" schools were created at the Academy of Arts (1764), the Resurrection Novodevichy (Smolny) Monastery (1765), the Land Nobility Corps (1766), and the Moscow Commercial School (1772).
The main task of enlightenment was considered to be the purposeful creation of a “third rank” (class) in Russia, consisting of educated people: teachers, governesses, artists, merchants - a “breed” of people useful to the state, who would then spread the principles of a new upbringing throughout society through their families. In this matter, a special role was assigned to the Orphanage, which took in children abandoned by their parents for upbringing; its graduates, who received craft skills, became "free" and had to replenish the bourgeois class. It was assumed that schools would graduate differently educated, but uniformly educated nobles and commoners, with new ideas about social life imparted to them: good Christians, faithful citizens, honest people.
Betskoy believed that "sciences and arts" by themselves did not produce "good manners", as a result of which he attached priority to upbringing over education itself. He considered the school as a "school of morals", where children are first made "virtuous" and then "enlightened."
Many projects turned out to be untenable, and the schools themselves received conflicting public assessments. The unsatisfactory state of educational institutions, the low level of education of the pupils led to a revision of the education system and the beginning of the preparation of the education reform in 1782-1786.
Major works
Institutions and statutes relating to the upbringing and training in Russia of young people of both sexes. Ch. 1-2. SPb., 1774.
A collection of institutions and regulations concerning the upbringing of noble and bourgeois youth in Russia of both sexes; with other regulations in favor of society. Ch. 1-3. SPb., 1789-1791.
Literature
◦ Mikhailovsky M. Materials for the biography of I. I. Betsky. [SPb., 1853].
◦ Chistovich I.A. Materials about Ivan Ivanovich Betsky. [M., 1863].
◦ Pyatkovsky A.P. St. Petersburg Orphanage under the direction of I. I. Betsky. [SPb., 1875].
◦ Miller N.F. From the past of the Moscow Orphanage: Essay on its activities for the first 30th anniversary during the management of I. I. Betsky. M., 1893.
◦ Maikov P.M. I. I. Betskoy: The experience of his biography. SPb., 1904.
◦ Lappo-Danilevsky A.S. I. I. Betskoy and his education system. Review of A.S. Lappo-Danilevsky about op. P.M. Maikova: “Ivan Ivanovich Betskoy. Biography experience ". SPb., 1904.
◦ Lipnik V.N. Academic interest in the theory and practice of I.I.Betsky // Pedagogical problems of the formation of the cognitive interests of students. Issue 3.L., 1977.S. 118-126.
◦ Chaikovskaya O. G. Raising a "new breed" of people (about one social experiment of the 18th century) // Sociological Research. 1987. No. 2. S. 121-134.
◦ Anischenko O. A. I. I. Betskoy on the upbringing of preschool children // Upbringing of the student's personality. Shadrinsk, 1992.S. 4-14.
◦ A. N. Eroshkina The figure of the era of enlightened absolutism I.I.Betskoy // Questions of history. 1993. No. 9.
◦ A. N. Eroshkina Social, political and administrative activities of I. I. Betsky in the 60-90s. XVIII century. Dis. ... Cand. ist. sciences. M., 1993.
◦ Nikulichev Yu. V."A ray of grace ...": (I. I. Betsky - the creator of the Enlightenment of the Catherine's era) // Russia and the modern world: Problems. Opinions. Discussions. Developments. 1999. No. 3.
◦ Shaskolskaya E.A. I. Betskoy - the "culprit" of orphanages in Russia // Society and power: materials of the All-Russian. scientific. conf. SPb., 2003.
◦ Veselova A. Orphanage in Russia and the concept of education by I.I.Betsky // Otechestv. notes. 2004. No. 3.
◦ Mikerina A. L. Implementation of the advanced pedagogical ideas of I. I. Betsky in the organization of educational work of the Land Noble Cadet Corps // Psychology and Pedagogy: Methodology and Problems of Practical Application. Novosibirsk, 2009.S. 79-82.
◦ Kashirina N.N. I. I. Betsky's pedagogical concept // Productive models of modern education: collection of articles. scientific. Art. M., 2011.S. 188-201.
◦ Savchenko T.A. Isolationist concept of education by I.I.Betsky // Pedagogy. 2011. No. 7. S. 102-107.
◦ Starodubtsev M.P., Slepov V. Ya. Formation of the state system of general education in Russia in the last third of the 18th century // World of Education - Education in the World. 2012. No. 2 (46). S. 10-24.
◦ Yarinskaya A.M. Socio-cultural foundations and legislative registration of the network of closed class schools during the reign of Catherine II according to the project of I. I. Betsky. Dis. ... Cand. ist. sciences. Tomsk, 2012.
I.I. Betskoy (1704–1795) is a prominent personality in Russia in the 18th century. One of the most educated people of his time, he absorbed the best ideas of his modern age. He was a humane and warm-hearted man, gifted with an active nature; he tried to implement the dreams of the best minds of his time - this is how I.I. Betsky is his contemporaries.
Ivan Ivanovich Betskoy was born in Stockholm, where his father, Prince Ivan Yuryevich Trubetskoy, was held captive by the Swedes. Born as a result of a civil marriage, I.I. Betskoy was considered in Russia the "illegitimate" son of Trubetskoy, who awarded him with a truncated surname: Betskoy. The first years of Betskoy were spent in Sweden, and then he was brought to Russia and brought up in his father's family. At the age of 12 he was sent to the Copenhagen Cadet Corps, In 1721 he arrived in Russia and received a service in the Collegium of Foreign Affairs. In 1728 he received the rank of lieutenant, and in 1747 with the rank of major general he retired and went to travel to Europe. At this time he got acquainted with the ideas of the French enlighteners: Rousseau, Diderot, Helvetius, studied their charitable institutions; at the same time, he conceived the ideas of all those undertakings that he more or less successfully carried out in the subsequent years of his activity in Russia. In 1762 I.I. Betskoy was summoned to Petersburg and became a confidant of Catherine II. Received the rank of Lieutenant General, the Order of St. Alexander Nevsky and the post of Chief Director of the Office of the Construction of Houses and Gardens of His Majesty (Peter III). Betskoy, in addition, becomes president of the Academy of Arts, chief of the Educational Society for Noble Maidens at the Smolny Monastery, the opening of which took place thanks to him, and holds other positions. In 1770, according to Betsky's plan, an Orphanage was established in St. Petersburg, and a widow and a loan treasury were established under it.
Catherine II and those who, on her behalf, were in charge of school affairs, believed that if a person is properly educated from infancy, then it is possible to create a "new breed of people" - nobles, merchants, industrialists and artisans. Enlightened nobles will not embitter their peasants with excessive cruelty; merchants, industrialists and artisans will work diligently; loyal to the throne, not inclined to "harmful speculations", they will make up a society that will be easy and pleasant for an enlightened monarch to rule.
To this end, in the 60s and 70s. an attempt was made to create a system of educational institutions. For this case, Ivan Ivanovich Betskoy was brought in.
In the "General institution for the education of both sexes of youth" (1764), which received the force of law, Betskoy formulated the concept of education, which, according to him, should give a certain direction to the will and heart, develop character, instill a healthy feeling, morals and rules, eradicate prejudice. The result of such upbringing was, according to Betsky, the creation of a new breed of people, free from the vices of the surrounding world. For this, young children had to be isolated from the bad effects of the environment, in particular families, in closed educational institutions, where they could raise a perfect person from 6 to 18–20 years old.
Betskoy lists the virtues and qualities “belonging to a good upbringing”: “to affirm the heart in laudable inclinations, arouse in them a desire for industriousness and so that they feared idleness as the source of all evil and delusion; to teach decent behavior in business and conversation, courtesy, decency, condolences for the poor, the unhappy and disgust from any prejudice; to teach them home economics in all its details and how much is useful in it; especially to instill in them their own tendency to neatness and cleanliness. "
When opening educational institutions, the class principle was strictly followed. Privileged cadet corps, "schools for noble maidens" were intended for noble children. For common people - a school at the Academy of Arts, educational homes in all provinces.
Leaving the school, the commoners had to form a new class - the "third degree of people" - scientists, artists, artisans, teachers, doctors (the first two degrees - noblemen and peasants). Nothing was said about the education and upbringing of peasant children. Serfs were not admitted to any school.
Betskoy dreams of opening various educational institutions, creating in them a "special breed of people", free from the vices of contemporary society, and improving the morals of people. At the same time, Betskoy saw the task of true upbringing in instilling respect for himself in man: "A man, considering himself a man ... should not allow himself to be treated like animals." He is optimistic about enlightened absolutism, believes in the power of reasonable legislation - all this was inherent in most of the leaders of the Age of Enlightenment. And despite the fact that his noble aspiration - to transform the entire people through education, to change life - failed, his work was of great importance, since he showed society the great power of education; after him, not only ideas remained in Russia, but also their real embodiment.
According to the developed Betsky reports and statutes, the following were opened:
· Orphanage in Moscow (1764) and later in St. Petersburg.
· School at the Academy of Arts for boys (from 5-6 years old) of any rank, excluding serfs (1764).
· The same school at the Academy of Sciences (1765).
· Educational Society for Noble Maidens at the Smolny Monastery (Smolny Institute for Noble Maidens) (1764).
· Petty bourgeois department with him (1765).
· The Land Gentry Corps was transformed (1766).
· Commercial school (1772).
· All these are strictly class-based closed educational institutions, opened under Catherine II.
Betskoy himself was the chief director of the Land Corps, director of the Orphanage and the Smolny Institute.
According to Betsky's projects, developed in the 60s and 70s, a whole network of closing educational institutions was to appear in Russia, which would include lower and secondary educational institutions for the nobility (noble class) - boarding schools, and for persons of the third rank ( bourgeois and merchants) - educational homes, pedagogical, art, medical, commercial and theater schools.
Betskoy viewed upbringing from four sides - from the physical, physical-moral, purely moral, and doctrinal aspects. Physical education is very important because a healthy mind lives in a healthy body. Physical and moral education is based on the idea that idleness is the mother of all vices, and hard work is the father of all virtues. We need work, games, fun. Moral education primarily consists in the fact that everything that has at least a shadow of vice is removed from the pupil's hearing and sight. Living examples of educators have the strongest effect on children. Corporal punishment is unacceptable, and other punishments should be rare. Children need to be given a short didactic book about the rules that a person should be guided by in life.
Learning refers to the development of mental powers; it is necessary because it provides the means for obtaining a piece of bread. Learning will be successful if at the beginning it has the character of a game; if it will be in the native language. The law of God, reading and drawing are the subjects of elementary education. Betskoy gave an important role to the visualization of teaching.
Betskoy considered the good upbringing and education of women as future wives, mothers, educators to be especially important. In family and family responsibilities, a woman, in his opinion, should look for the meaning and content of her life.
The implementation of Betsky's ideas in practice took place in various educational institutions based on his project and with his participation.
On the example of one of the institutions, one can see the specific directions of raising children.
One of Betsky's undertakings was the creation of an Orphanage in Moscow, then in St. Petersburg and other cities for orphans and foundlings.
Betskoy imagined the development of children in these homes as follows: up to 2 years old, children are in the care of wet-nurses and nannies; from 3 to 7 years old, boys and girls live together and are accustomed to light work; from 7 to 11 - go to school together every day; learn to read and comprehend the basics of faith. During these years, boys learn to knit stockings, caps, nets, get used to gardening work, and girls practice spinning and knitting, weaving lace, etc. From 11 to 14 years old, boys and girls study writing and numbers, and also study catechism, arithmetic, geography and drawing and continue to engage in household work and crafts: girls sew, cook, iron, boys get used to gardening, yard and other work. When the pupils turn 14-15 years old, education ends and they begin to engage in the craft that they themselves choose.
In accordance with the natural talents of the pupils, it was proposed to divide them into three groups: first - persons capable of sciences and arts; the second - capable only of crafts and handicrafts (the largest number of persons), the third - capable of only the simplest work.
The main teaching principle was to lead the children "playfully and with pleasure"; forcing children to sit for hours at a time is to relax and dull them. "To be always cheerful and contented, to sing and laugh - there is a direct way to produce people who are healthy, kind heart and sharp mind." It is best to teach children with examples, rather than rules that are difficult to understand at a young age. It is necessary to instill in children a tendency to obey without vexation, to prevent them from hitting animals, to show anger towards peers.
Betskoy gives priority to moral education over mental education. Its main means is to remove everything that is vicious from the child, since virtue itself is nothing more than useful and good deeds that we perform for ourselves and for our loved ones. Virtue does not exclude pleasure. Betskoy insists that children should be given sufficient time to play, while the educators do not interfere, since it is impossible to have fun by order; adults only need to observe that there is no "unfavorableness" in play.
As for the abstract instructions in morality, then, according to Betsky, it would be useful to write above all the doors of the Orphanage:
1. Do not do to others what you do not wish for yourself. 2. Do to others as you want to be treated. 3. Do not do evil and do not annoy anyone. 4. Do not harm or embitter any animal. 5. Don't lie. 6. Never be idle.
Punishments seem superfluous with good upbringing. Under the influence of punishment, children become vengeful, feigned, sullen and insensitive, their hearts hardened. But if necessary, penalties can be: standing in one place for an hour or two; prohibition of walking with other children; private reprimand; public reprimand; bread and water for 12 or 24 hours, etc. Never hit children for anything. Before applying punishments, it is necessary to thoroughly explain to the guilty what their offense is. It should be remembered that there are no congenital defects, but bad examples inspire them.
The theory of Betsky's upbringing is humane, it breathes with cheerfulness, trust in people, and a joyful mood. She calls for respect for the human person, recognizes the need to meet all of her requirements. Light, life, warmth, heartfelt feeling emanate from Betsky. We must not forget that he had in mind, first of all, the upbringing of foundlings abandoned by their parents, although he considered it necessary to apply the same principles in the upbringing of other children.
Betsky's brilliant pedagogical ideas, however, were poorly realized in the practice of orphanages. Lack of funds, lack of good educators have had a significant impact on both the position of children and their upbringing. Overcrowding, poor nutrition and care, and lack of medical care had dire consequences. There was a high morbidity and mortality in children, especially in infants.
During the first 15 years of the existence of the Moscow Orphanage, 9 main supervisors were replaced in it: it was not easy to find educators who met the high requirements. While advocating that the educators were from "natural Russians", Betskoy nevertheless turned to foreigners.
Betskoy very painfully experienced shortcomings in the Orphanage. In 1775 he wrote to Catherine II about educators: “... None of them showed reliable skill; no one comprehends the real purpose of the institution; none understands his spirit; they only care about personal gains ... they quarrel among themselves and gossip ... ”But he intended to look for a replacement for them again among foreigners.
The craftsmen who taught children handicrafts did not have pedagogical skills at all, and they treated children badly. In factories where pupils were sent for training, they were beaten and humiliated.
In 1779, Betskoy, shocked by the failure of his plans for orphanages, confessed: "I never could have thought that to such a shameful extreme this most important thing ... the officers were neglected." In the first pupils he did not find “not the slightest obedience, no inclination to exercise and hard work; nothing but ignorance, disobedience and stubbornness. "
The fate of the pupils of the Moscow Orphanage was as follows. Some of them, the most capable, studied Latin in preparation for the study of pharmacy. Some pupils learned to draw and then went to a special school for boys of different classes, opened according to Betsky's plan at the Academy of Arts. The most gifted boys learned foreign languages and some sciences, and then only a few studied at Moscow University, and girls at the bourgeois department of the Smolny Institute. Most of the pets at home became artisans, farmers, went to servants in wealthy houses, and girls - nannies, nurses.
Betsky's idea that the family is incapable of educating good people and citizens, not only was not rejected in subsequent years, but was raised to the level of pedagogical dogma; new state educational closed institutions were opened - both for men and women - for different classes.
Charity affairs I.M. Betsky. He used all his impressive wealth for educational institutions and devoted his life to them. He made huge donations to the already mentioned widow and the loan treasury; at his expense, for many years, 5 maidens were brought up annually in the Smolny Monastery and 4 cadets in the corps, and according to his spiritual will he left: to the Orphanage - 162,995 rubles; Society of Noble Maidens - 38,999 rubles, Academy of Arts -33,951 rubles. etc.
As head of the office of buildings, Betskoy did a lot to decorate the capital. Historical monuments, the construction of which is associated with the name of Betsky: Peter the Great on Senate Square, the grating of the Summer Garden, the House of the Academy of Arts in St. Petersburg, etc.
From the pedagogical works of I.I. Betsky should be especially highlighted: "General of the Imperial Orphanage"; "General institution for the education of both sexes of youth"; "Charter for the upbringing of 200 noble maidens"; "Charter of the Academy of Arts"; "Physical notes on parenting from birth to adolescence" and others.
As you can see, Betskoy's activities consisted primarily of drafting laws relating to the upbringing and training of Russian youth. “… The approval of honest people will be my reward; and the successes of youth will be the crown of our labors, ”Betskoy wrote.
Despite the fact that Betsky did not succeed in implementing his program in its entirety, primarily due to the lack of educated teachers, what he was able to do causes great respect.
With the strengthening of the noble reaction after the Pugachev uprising, the ideas of I.I. Betsky were considered too liberal, and he was removed from the leadership of educational institutions.
education pedagogical betskoy
Literature
1. Dzhurinsky A.N. History of pedagogy. M., 1999.
2. Demkov M.I. History of Russian pedagogy. - M., 1963.
3. Sapunov B.V. The origins of the Russian school // Sov. pedagogy. - 1989. - No. 6. - S. 100-106.
4. Stepashko L.A. Philosophy and history of education. M., 1999.
5. History of Pedagogy / Ed. A.I. Piskunova M., 1998.
6. Zhurakovsky G.E. From the history of enlightenment in pre-revolutionary Russia. - M., 1978.
7. Latyshina D.I. History of pedagogy-M., 1998.
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I. Betskoy as an organizerOR of the education system in Russia
PLAN
Betskoy school of pedagogy
Introduction
1 The system of Russian education in the 18th century
1.1 Special and general education schools
1.2 Closed class-noble educational institutions
1.3 Moscow University and its influence on the development of pedagogy and school
2 Betskoy Ivan Ivanovich (1704-1795)
2.1 Biography
2.2 Pedagogical activities of I.I.
Conclusion
Bibliography
INTRODUCTION
The profound changes taking place in Russian society directly affected education, which today, according to scientists and teachers, statesmen and public figures, is experiencing a deep crisis, expressed not so much in material and financial impoverishment, which has already put it on the brink of physical survival. how much in the uncertainty of the goals and content of education itself.
The social transformations carried out at the present time are accompanied by the birth of a fundamentally new type of socio-cultural inheritance, in which the possession of change over preservation, the creation of a new one over copying the old is ensured. Meanwhile, we should not talk about revolutionary breakdown, but about the denial of negation, about forecasting the future based on the analysis of events and phenomena of the past. The foregoing fully applies to the reform of the Russian school in the context of European education.
1 SYSTEM OF RUSSIAHUMAN EDUCATION IN THE 18TH CENTURY
By the 18th century, Russia had become a vast multinational feudal-absolutist state.
Manufacturing, and especially the metallurgical industry, developed rapidly. The country's international importance has grown and strengthened significantly. But despite significant advances, the country continued to lag behind Western European states.
In the interests of the growth of productive forces and strengthening of the country's defense capacity, the noble government of Peter I carried out various reforms in the field of culture, science and technology. These reforms primarily contributed to the rise of the nobility. In the army, navy and state apparatus, all command posts were assigned to the nobles. Much has been done to strengthen the emerging class of merchants.
For the development of pedagogy and schools, educational reforms such as the introduction of the civil alphabet and the emergence of the periodical press, in particular the publication of the first newspaper Vedomosti, the publication of secular original and translated literature, and the establishment of the Academy of Sciences, were of great importance. The largest event in the cultural life of Russia was the opening of the first secular public schools.
The School of Mathematical and Navigational Sciences was opened in Moscow in 1701. It was the first real school in Europe. Another real educational institution, opened in 1708 in Halle (Germany), called the "Mathematical, mechanical and economic real school", was private, had few students (12 people) and lasted only a few years.
The Moscow school, which functioned during the first half of the 18th century, was state-owned; at least 200, and sometimes up to 500, students studied there annually.
The school curriculum included mathematics (arithmetic, algebra, geometry, trigonometry), astronomy, geographical information and special sciences: geodesy, navigation and other secular sciences. As a vocational and technical educational institution with a wide profile, the school graduated specialists in various professions.
Students who "voluntarily want, others more, with compulsion" were admitted here. Children of the nobility who did not want to study due to inertia, the habit of idleness generated by the serf system among the ruling class were enrolled forcibly. A large number of students belonged to the "lower" classes (children of clerks, clerks, townspeople and soldiers), interested in getting an education and a technical profession.
Professor Forvarson and two teachers from England were invited to work at this school. But the main teacher in it was Leonty Filippovich Magnitsky (1669-1739), an educated mathematician and an excellent teacher who devoted all his strength and abilities to the school.
Textbooks were created, among which a particularly important role was played by the book by LF Magnitskiy "Arithmetic, that is, the science of numbers" (1703). In 1715, the nautical classes of the School of Mathematical and Navigational Sciences were transferred to St. Petersburg, where the Maritime Academy was opened on their basis.
The school did not have a specific timeframe for study. As they mastered one science, students individually moved on to study another and, thus, graduated from it at different times, depending on their personal successes, and sometimes at the request of various departments.
After graduating from this school, its pupils were sent to various branches of the economy, management, culture and science, and some of them were teachers of the newly opened schools. Children of the nobility could continue their education at the Naval Academy, which sometimes included people from the "lower rank" who distinguished themselves in the Moscow school for their abilities and diligence. Many pupils of the school took an active part in expeditions organized by the Academy of Sciences to study Russia.
1.1 Special and general education schools
During the reign of Peter I, artillery schools were opened in St. Petersburg, Moscow and other large cities, navigation schools in port cities, as well as surgical, engineering and "multilingual" schools in Moscow.
At the beginning of the 18th century, the first metallurgical plants for the development of the Ural ore were created, which needed mining specialists.
In 1721, the first mining school was created in the Urals under the leadership of the Russian scientist and statesman V. N. Tatishchev, who at that time was managing the Ural mining plants. Later, at all the Ural state factories, arithmetic schools were opened, at some - mining schools, in Yekaterinburg - the Central School, which directed all arithmetic and mining schools in the Urals. These schools skillfully combined the general education and special training of students.
At the beginning of the 18th century, an attempt was made to create state general education schools. In 1714, a decree was sent to all church dioceses on the opening of digital schools for teaching literacy, writing and arithmetic, as well as elementary information on algebra, geometry and trigonometry. In 1718, 42 digital schools were opened, in which, as well as in the school of mathematical and navigational sciences, children of all classes were enrolled not only voluntarily, but also forcibly, with the exception of serfs.
Along with the organization of secular schools, a reform of spiritual education was carried out: primary hierarchical schools and theological seminaries were created, which had a fairly wide general educational program. Children of the taxable population sometimes studied in them. The serf peasantry was deprived of the opportunity to receive education in public schools. Only a few lonely people from the people learned to read the Church from the sextons and home teachers.
For all their class limitations, the reforms had a great influence on the development of education and schools.
In 1725, after the death of Peter I, the Academy of Sciences was opened in St. Petersburg. Even during his lifetime, in 1724, the Statute of the Academy was published, prominent scientists from Western Europe were invited, equipment was ordered, and other measures were taken to organize the Academy. At the Academy, a university and a gymnasium were opened, in which foreign scientists were to train Russian scientists and specialists.
Theology was not represented at the Academy of Sciences, and all its work was of a secular nature. Major foreign scientists (Euler, the Bernoulli brothers, Gmelin, Pallas, etc.) and Russian people, who now have the opportunity to express themselves in the field of scientific research, worked together within its walls. They were mainly from the democratic strata of the population. The first place among them rightfully belongs to M.V. Lomonosov.
1.2 Closed class-noble educational institutions
State activities in the field of economics, politics and culture, carried out in the 18th century, contributed to the rise of the nobility. The nobility turns into a ruling class, it enjoys great privileges. For the nobility, starting in 1731, special military schools were created - cadet corps, in which noble children were prepared for military service in the officer ranks.
The first closed class-noble school - the Land Gentry Corps - was opened in 1731 in St. Petersburg. All cadet corps were built on his model. In these schools, along with special military training, the children of the nobility received a broad general education and "secular" upbringing.
There were four classes in the cadet corps. In each of them, training lasted from two to four years. The total period of study was on average 10-12 years. Grades were counted in reverse order, that is, the first grade was considered the fourth, and the graduation was the first.
In the first two grades (fourth and third) general education subjects were studied: literature, mathematics, history and geography, and in the senior grades - special ones. In addition, the corps paid great attention to horse riding, fencing, dancing and music, the development of good manners among noble children, the ability to behave in "high society", in the "light".
The determination of the future profession was made not compulsorily, as was the case in public schools opened under Peter I, but depending on the inclinations and desires of the pupils themselves, who could specialize in the field of civil or military service. Creating closed educational institutions for their children, the nobles used the achievements of modern pedagogy. Much attention was paid to the physical and aesthetic education of students, humane teaching methods were used. The cadet corps had a well-composed library, its own theater, poetry was widely developed among the students, they published a magazine, held evenings, various entertainments, walks, etc. XVIII century pronounced class character.
In 1752, the Naval Academy was renamed into the Naval Cadet Corps - a closed estate-noble school. The artillery and engineering schools that existed in St. Petersburg were transformed into the Artillery and Engineering noble corps.
In St. Petersburg and Moscow, foreign boarding schools are opening - private educational institutions. To the landowners' estates are invited from abroad, especially from France, educators and tutors who teach the noble children the French language and secular manners.
Theological schools are organized for the children of the clergy. Special schools are intended for the lower strata of the population; thus, several digital schools that survived by that time were transformed into garrison schools, where soldiers' children are trained.
The estate education system that had developed in Russia by the middle of the 18th century was distinguished by the following characteristic features: each educational institution was intended for a specific class, the school programs for different classes were different. While the noble schools flourished, the schools for the other estates eked out a miserable existence.
1.3 Moscow University and its influence on the development of pedagogy and school
By the second half of the 18th century, a small number of Russian intelligentsia appeared - progressive scientists, grouped around M.V. Lomonosov. At that time, the most important problem was the creation of a center for national science, which would train scientists from "natural Russians". Lomonosov argued that a new center of science must be organized in Moscow, which, even after the founding of St. Petersburg, continued to remain the economic, cultural and social center of Russian life. In April 1755, with the closest participation of M.V. Lomonosov, a university was opened in Moscow, consisting of three faculties: law, philosophy and medicine. Unlike Western European universities, he did not have a theological faculty. The structure and direction of work of each faculty ensured the interests of the development of natural sciences (especially physics) and social sciences (literature and history). The medical faculty was supposed to study natural sciences "in all their space", and the faculty of philosophy included historical and philological departments. Moscow University became the center of secular education.
Taking care that scientists could engage in scientific research, MV Lomonosov envisaged the creation of various auxiliary institutions at the university (a physical office, anatomical theater, etc.).
Two gymnasiums were opened at the university. In accordance with the foundations of the autocratic-serf system and the class views of the nobility on the tasks and forms of education, one gymnasium was intended for the nobles and the second for different ranks of people, except for serfs. The brilliant Lomonosov's dreams of allowing the peasants to receive education at the university did not come true.
In the gymnasium, the languages †‹вЂ‹ were studied Russian, Latin and one of the foreign languages, literature, mathematics and history. It is important to note that secondary education began at the university gymnasium with the study of the Russian language.
Based on the experience of this gymnasium, on the initiative of the professors of Moscow University, a gymnasium was opened in Kazan in 1758, preparing for entering the university. For 30 years, Moscow University has provided this gymnasium with teachers, textbooks, teaching aids and equipment. In 1804, on the basis of this gymnasium, Kazan University was opened, which later entered V. I. Lenin. The merit of M.V. Lomonosov in the creation of Moscow University and the university gymnasium, which left a deep mark in the history of the development of science, education and culture in Russia.
The school of the famous Russian architect Kazakov worked at Moscow University, which set itself the task of training architects and builders from "natural Russians". Another major Russian architect, Bazhenov, who himself graduated from Moscow University, also opened a school in which talented commoners and freedmen from serfs studied. A huge contribution to the cause of Russian education in the 18th century was made by professors and teachers of Moscow University and the gymnasium. For example, professors Anichkov, Barsov, Dvigubsky and others created textbooks, the pupils of the Moscow gymnasium and the university were professors Afonin, Karamyshev (who defended dissertations from the famous naturalist K. Linnaeus), professors Perevoshchikov and Desnitsky (who defended dissertations from Adam Smith), educational writers Fonvizin and Novikov and many other prominent figures of Russian science and education.
The professors and teachers of the university, students and followers of Lomonosov were engaged in educational issues a lot. In their speeches at university acts, these scholars covered the most important pedagogical issues. They worked on the development of teaching methods and created a very valuable original manual, which contained instructions on how to teach individual subjects (history, mathematics, etc.). This manual was published in 1771 in Russian, Latin, German and French under the title "Method of teaching preparing for the university."
In 1779, the first teacher's seminary in Russia was opened at the university, which trained teachers for the Moscow and Kazan gymnasiums, as well as for boarding schools.
During the second half of the 18th century, many different literary and scientific societies worked at the university. An important role in the development of school education was played by the Typographic Society, in which a prominent satirist and educator writer and educator, NI Novikov, played an important role. The Society collected donations to organize bookstores, local printing houses and libraries in provincial cities, and also published a lot of educational literature for schools and home teaching.
Translations of the best foreign pedagogical works took an important place in the activities of the printing house at Moscow University and literary societies. So, Comenius's textbook "The World of Sensual Things in Pictures" and his other works, Locke's treatise "Thoughts on Education", Russo's book "Emile, or On Education" (the latter was banned by Catherine II for sale) were translated into Russian.
After the peasant war, under the leadership of Pugachev, the government closed all the societies of Moscow University, some of the leaders of these societies were arrested, imprisoned in a fortress, and then exiled. Despite all the persecution, Moscow University and its progressive leaders continued to influence the development of culture, education, schools and pedagogical thought in Russia.
2 BETSKOY IVAN IVANOVICH (1704-1795)
2.1 Biography
Russian statesman, bastard son of Field Marshal Prince I.Yu. Trubetskoy, whose surname he subsequently received, and probably Baroness Wrede.
Having first received "excellent teaching" under the guidance of his father, Betsky served for a short time in the Danish cavalry regiment, was thrown by a horse and badly dented, which, apparently, forced him to refuse military service. He traveled for a long time in Europe, and in 1722-1726. spent "for science" in Paris, where at the same time was a secretary under the Russian after and was introduced to Duchess John Elizabeth of Anhalt-Zerbst (mother of Catherine II), who at that time and subsequently treated him very graciously.
In Russia, Betsky first served as an aide-de-camp with his father in Kiev and Moscow, and in 1729 he decided to serve in the Collegium of Foreign Affairs. He was often sent as a courier cabinet to Berlin, Vienna and Paris. Thanks to his father and half-sister Anastasia Ivanovna, wife of Prince Ludwig of Hesse-Hamburg, Betsky became close to the court of Elizabeth Petrovna. He did not take part in the coup on the night of November 24-25, 1741, which enthroned Elizabeth, although later he tried to give himself an almost decisive role in this. Due to the intrigues of Chancellor Bestuzhev, Betsky was forced (1747) to resign. He went abroad and on the way there he tried, in his own words, "not to miss anything from the extensive living book of nature and everything seen, more expressive than any book that teaches you to draw all the important information about the great education of the heart and mind." Betsky lived abroad for 15 years, mainly in Paris, where he visited secular salons, made acquaintance with encyclopedists, and through conversations and reading he assimilated ideas that were then fashionable.
Peter III at the beginning of 1762 summoned Betsky to St. Petersburg and appointed him the chief director of the office of buildings and houses of his majesty. Betsky did not take part in the coup on June 28, 1762, and apparently did not know anything about the preparations for it. Catherine brought him closer to herself, appreciated his education, graceful taste, his gravitation towards rationalism, on which she herself was brought up. Betsky did not interfere in state affairs and had no influence on them; he delineated a special area for himself — the educational one.
By a decree on March 3, 1763, he was entrusted with the management of the Academy of Arts, at which he set up an educational school, and on September 1 of the same year, a manifesto was promulgated on the establishment of a Moscow orphanage. On the initiative of Betsky, the Educational Society for Noble Maidens (later the Smolny Institute) was opened in St. Petersburg, it was under his care and guidance. In 1765 he was appointed chief of the land gentry cadet corps, for which he drew up a charter. In 1773, according to Betsky's plan and at the expense of Prokopiy Demidov, an educational commercial school for merchant children was established.
Having entrusted Betsky with the leadership of all educational and educational institutions, Catherine endowed him with great riches, a significant part of which he gave to charity, and especially to the development of educational institutions. On the model of the Moscow one, Betsky opened an orphanage in St. Petersburg, and under him he established a widow and a safe treasury, which were based on the generous donations he made. In 1778, at a solemn meeting, the Senate presented Betsky with a large gold medal beaten out in his honor (an unprecedented case!) With the inscription: "For the love of the fatherland."
As director of the office of buildings, Betsky contributed a lot to the decoration of St. Petersburg with state-owned buildings and structures; The largest monuments of this side of his activity are the monument to Peter the Great (Falconet), the granite embankment of the Neva and canals, and the grating of the Summer Garden.
Towards the end of Betsky's life, Catherine lost interest in him, deprived him of the title of her reader. It can be assumed that the reason for the cooling was rooted in the empress's confidence that Betsky ascribes the merit of the educational reform to himself, while Catherine herself claimed a significant role in this matter.
Derzhavin honored the death of Betskoy with an ode in which, listing his merits, he said: "There was a ray of mercy, Betskoy, you." These words are also engraved on his tombstone in the Alexander Nevsky Lavra.
2.2 Pedagogical activity of I.I. Betsky
In the second half of the 18th century, the cruel exploitation of serfs by the landlords was brought to extreme limits. The class struggle between peasants and landowners intensified, and a formidable peasant war broke out.
Catherine II began her reign in 1762 with promises to improve state laws and the provisions of various estates. She corresponded with French educators, whom she hypocritically invited to participate in the development and implementation of projects for organizing public education, promised to improve education and schools. For this purpose, Ivan Ivanovich Betskoy (1704-1795) was involved, who spent many years in France, met with French enlighteners, got acquainted with educational institutions. In 1763, on his initiative, an orphanage with a hospital for puerperas was opened in Moscow. Later, a St. Petersburg orphanage and orphanages were created in provincial cities.
I.I. Betskoy presented to Ekaterina a report on the general reorganization of the upbringing of children in Russia. The report was published in 1764 under the title "General institution for the education of both sexes of youth" and received the force of law. It spoke of the need to educate in Russia a "new breed of people" from all classes by organizing closed educational and educational institutions in which children should stay from 5-6 years old to 18 years old. All this time, they must be isolated from the surrounding life, so as not to be exposed to the "corrupting" influence of ordinary people.
Betskoy changed the organization of teaching and educational work in cadet corps and gymnasiums, extended the periods of stay of pupils in them, opened new educational and educational institutions for different classes, except for serfs, namely: a school at the Academy of Arts and a Commercial School for boys, Smolny Institute for the Noble girls in St. Petersburg for noblewomen with a department for girls from the middle class.
Betskoy, like all enlighteners of the 18th century, very highly placed the role of education in public life, saying that "the root of all good and evil is education." He hoped to create, through education, a "new breed of people" - educated nobles, capable of humanely treating peasants and justly administering the state, as well as commoners - "the third rank of people" who would be engaged in industry, trade, and crafts. He also hoped that these new people would pass on their instilled views and habits to their children, who in turn - to future generations, and so the morality and deeds of people would gradually change, and, consequently, society would improve. He proposed to carry out social transformations, but with the obligatory preservation of the serfdom in inviolability.
Betskoy considered the main means of moral education to inspire the "fear of God", to isolate children from the environment, and positive examples. He suggested in closed educational institutions to support in children a tendency to work hard, to create in them the habit of avoiding idleness, being courteous, compassionate to poverty and unhappiness.
Betskoy attached great importance to physical education, the main means of which he considered clean air, as well as "amusement with innocent fun and games." Concerning the issues of mental education, he pointed out that the learning process should be pleasant for children, be carried out without coercion, rely on children's inclinations, recommended teaching young people "more from looking and hearing than from repeating lessons," he warned that forcing children to learn can lead to the dulling of children's abilities, categorically insisted on the prohibition of physical punishment. The "General Plan of the Moscow House" said in this regard: "Once and for all, introduce the law and strictly state - never and never beat children."
A supporter of women's education, Betskoy recognized the important role of women in raising children, especially at an early age, spoke of the need to create respect in society for women as mothers and educators. He played an important role in the opening of the first educational and educational institution for women - the Institute for Noble Maidens (Smolny Institute). However, Betsky's views clearly show the stamp of class, aristocratic narrow-mindedness: in his demand to “root” the “fear of God” in the hearts of children, in the illusory belief that through upbringing it is possible to improve the serfdom, in an effort to isolate children from the surrounding reality and organize the estate system of upbringing , in which only certain schools are available to each class, and serfs are deprived of the opportunity to study.
CONCLUSION
Since the 18th century. in Russia, national education begins to take shape, and, again, a fundamentally new formation is being formed in all components: in the organization - education is separated from the church and is subordinated to the state; in content - national culture and sciences replace the seven free wisdoms; in technology - gradually the classroom-lesson form and developmental methods are replacing the previous forms (primarily individual and individual-group) and teaching methods.
Consequently, the history of Western European education is represented by four types of schools: ecclesiastical, scholastic, classical and national, and Russian - by two: ecclesiastical and national.
The pedagogical consciousness of Russia is represented by folk, normative and theoretical types.
Normative pedagogical consciousness, represented in many creations of ancient Russian culture, which formed the basic ideas, values and content of ancient Russian upbringing and education, develops in its pure form until the beginning of the 18th century.
Since the 18th century. in Russia, a theoretical pedagogical consciousness is being formed. It is presented in a variety of psychological and pedagogical works. The most important stages in the development of this type of consciousness are the pedagogy of the Enlightenment, until the end of the 19th century, and reformist pedagogy, from the beginning of the 20th century.
BIBLIOGRAPHY
1. Demkov M.I. History of Russian pedagogy. - In 3 hours - M., 1895-1909.
2. Kulyabko E.S. M.V. Lomonosov and educational activities of the St. Petersburg Academy of Sciences. - M.L .: AN SSSR, 1962 - 216 p.
3. Likhachev D.S. Great legacy. Moscow: Sovremennik, 1975 - 367 p.
4. Ravkin Z.I. (ed.) Historical and pedagogical research and problems of the development strategy of modern national education. M .: ITP and MIO RAO, 1995 - 227 p.
5. Sapunov B.V. The origins of the Russian school. // Soviet pedagogy. 1989 No. 6, p. 111-118.
6. Troitsky V.Yu. The paths of the Russian school. Moscow: Light of the Fatherland, 1994 - 96 p.
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A very important educational enterprise, carried out by Catherine II with the active participation of Betsky, was the establishment of a secondary educational institution for women, which marked the beginning of a serious and systematic education for women. Following the example of the institute she founded, other institutes arose, and from institutes, with some changes, women's gymnasiums developed.
Until Catherine II, no one cared about any serious organization of women's education, the number of literate women was negligible. In wealthy families, girls' education was family-based, and with the gradual rapprochement with the West and the influx of foreigners to Russia, private foreign female boarding schools arose. Both family and boarding education were poorly satisfactory. Of course, for an individual family living in the provinces, hiring good teachers was not only difficult, but simply impossible; in private foreign boarding schools they taught very poorly, since the overwhelming majority of foreigners who kept boarding schools and taught in them were not only not teachers, but also ignorant and even immoral people. According to the secretary of the French embassy La Messelière (his notes about his stay in Russia date back to 1757-1759), the majority of the French and French women who were in Russia for the education of youth, who were whole masses in the embassy, were fleeing from France and hiding from police deserters, bankrupts, libertines of both sexes. I.I.Shuvalov, founder of Moscow University, said that he had ordered eight French lackeys for the cadet corps, and they all went home as teachers. Under such conditions, the establishment by Catherine of two large government educational institutions for women, one for the noblewomen and the other for the bourgeois women, was a matter of great historical importance.
When establishing women's educational institutions, as well as transforming men's ones, Catherine pursued an ambitious state task - to renew Russia by creating a new generation of people who, without the shortcomings of previous generations, would improve life and enjoy happiness. Therefore, the women's schools of Catherine's were alien to professionalism and in the foreground put the development of pleasant social properties - grace, gaiety, the ability to speak and move in society, they strove to give a good education of feelings and communicate some knowledge. In its details, the organization of women's educational institutions was taken by Catherine from France, from the school of Saint-Cyr, more precisely, from the first time of the existence of this school. It was from there that the following were borrowed: the early removal of children from families and their transfer to the institute, the obligatory and long-term stay of children in the institute without the right to return to their families at least for the shortest time, the completely secular and even somewhat entertaining nature of education and upbringing (dances, recitations, theatrical performances, poetry, evenings), division into ages and some other particulars. It goes without saying that at the institute there were many foreign women as teachers and supervisors, even the housekeeper, accountant and doorman were foreigners. The main subject of study was foreign languages, they even tried to make French the language of teaching various subjects, for example, physics, the teacher of the Russian language was required to know foreign languages and translations into them. In addition to foreign languages, the following subjects were taught at the institute: the law of God, the Russian language, arithmetic, geography, history, poetry, architecture and heraldry, drawing and miniature, dancing, vocal and instrumental music, sewing and knitting of all kinds, all parts of the economy. The study of history was combined with moralizing and with the study of methods of "secular treatment"; teaching arithmetic was deemed necessary "to keep the home economy in good order." Other parts of mathematics, besides arithmetic, were not taught, as well as natural science. The Women's Institute was a strictly noble institution and was nothing more than a women's gentry corps. The statutes of the women's institute and the gentry corps, written by Betsky, were very similar in their basic pedagogical ideas.
Along with the institution for the education of noblewomen - it was called the Educational Society of Noble Maidens (1764) - an institution was established for the bourgeois ideas of Betsky. The girls brought up in the bourgeois school prepared for the "economic service" and at the end of the course received all the privileges and liberties assigned to the bourgeois pupils of the Academy of Arts.
Literature
1. Ivan Ivanovich Betskoy. Maykov P.M. SPb., 1904. Ch.II.
2. History of pedagogy in Russia: Reader / Comp. Egorov E.F. - M.: IC "Academy". 1999.
3.History of pedagogy: Manual for students of pedagogical institutes / Under the editorship of M.F. Shabaeva. - M.: Education. 1981.
4. History of pedagogy and education. From the birth of education in primitive society to the end of the 20th century: Textbook for pedagogical educational institutions / Ed. Academician of the Russian Academy of Education A.I. Piskunova, 2001 .-- 512 p.
Ivan Ivanovich Betskoy (1704-1795) was a professional teacher educated abroad, where, under the influence of the ideas of French enlighteners, he developed as a thinker and educator. I.I. Betskoy fully shared the idea of Catherine II about the need to educate a "new breed of people" in closed educational institutions of a class character.
I.I. Betskoy was the illegitimate son of Prince I.Yu. Trubetskoy, was born in Stockholm and worked for many years in Paris. His pedagogical views were formed under the influence of Ya.A. Comenius, D. Locke, J.-J. Rousseau, D. Diderot and other progressive educators of Western Europe. It was he who was instructed by Catherine II to create in Russia a system of educational and educational institutions, primarily for noble children.
In the document "General institution on the education of both sexes of youth" (1764) and the work "A brief instruction, selected from the best authors, with some physical notes on the education of children from birth to adolescence" (1766) I.I. Betskoy outlined his views on the comprehensive education of "ideal" nobles. It was in upbringing that he saw "the root of all good and evil"; it should be consistent with the nature of children, develop in them such personality traits as courtesy, decency, industriousness, the ability to manage oneself and knowledge of "house-building". Education without upbringing, in his opinion, only harms the nature of the child, spoils him, turns him away from virtues.
The optimal form of organization of upbringing and appropriate education, in his opinion, should be closed should be taken by children from 5-6 years old and stay in it up to 18-20 years. Throughout their stay in an educational institution, children should be isolated from the effects of the environment, even from relatives. Thus, it was supposed to educate "new fathers and mothers," and those, in turn, were supposed to educate their children not on the basis of old traditions, but on the basis of pedagogical expediency.
The plan for creating a state education system, according to the plans of Catherine II and I.I. Betsky, began to be realized with the creation of a school at the Academy of Arts (1764), orphanages in Moscow (1764) and St. Petersburg (1770), an Educational Society for Noble Maidens in St. Petersburg (1764) and a commercial school (1773). Each educational institution had its own charter, common to which were: the prohibition of corporal punishment and intimidation of children, an individual approach to assessing the abilities of each student, the orientation of all pedagogical activities towards solving the problems of developing the student's unique personality.
However, the absence of specially trained teachers in Russia brought to naught practically all the good intentions of I.I. Betsky. The attempt to invite teachers from abroad did not change the state of affairs. Particular disappointment was brought to him by the activities of educational homes for foundlings and illegitimate babies, which, according to the plans of Catherine II and I.I. Betsky, were to be brought up here, receive primary education and vocational training in workshops, where his idea of the superiority of education over teaching was to be realized.
In such orphanages, according to I.I. Betskoy, children under 2 years old had to be in the care of nannies and wet nurses, then up to 7 years old boys and girls brought up together had to learn to light work, up to 11 years old - to go to school for 1 hour a day, learn to read and The law of God. The boys' work included knitting stockings, caps, nets, and gardening. The girls were spinning and weaving lace. Until the age of 14, while continuing to engage in various crafts, children had to learn to count, write, draw, and get acquainted with the elements of geography. This was the end of their education.
However, the plans of I.I. Betskoy were at odds with reality. In a report on the state of affairs in the Moscow orphanage in 1755, he wrote that none of the upbringing and educational tasks was solved here, again because of the extreme incompetence and greed of educators and foremen.
The situation was no better in the boys' school at the Academy of Arts. According to the charter, the school had three classes with three years of study in each. Here they taught Russian literacy, foreign languages, drawing, arithmetic, geometry, history, geography, mythology. Those who graduated from college, having passed the exam, entered the Academy of Arts or were engaged in practical activities in their specialty.
In 1772, having visited the school, I.I. Betskoy wrote with disappointment that he did not find the spirit of high enlightenment here. In a similar way, he characterized the activities of the school at the Academy of Sciences and the Land Gentry Corps, which he transformed on the basis of new pedagogical ideas. A wide range of general education disciplines did not contribute to the moral development of pupils, the method of "leading children by playing and with pleasure," as he called it, did not lead to proper education, and his entire humane theory of education in practice turned out to be untenable.
The only successful activity was the activity of the Educational Society for Noble Maidens of the Smolny Institute, which laid the foundation for women's education in Russia. In 1764, an imperial decree "On the upbringing of noble maidens in St. Petersburg at the Resurrection Monastery", which in everyday life was called Smolny, was sent to all provinces, provinces and cities. According to the decree, every nobleman could give his daughters to this institution for education.
Actually the name "Society of Noble Maidens" was assigned to one half of this educational institution - the Nikolaev half. The second half of it was called the Alexander School.
On the Nikolaev half, daughters of hereditary nobles with a rank not lower than colonel or state councilor were accepted, and on the Alexandrovskaya half - the daughters of small landowners from the rank of staff captain, titular councilor to colonel, collegiate councilor, as well as daughters of clergymen included in the third part of the noble book. There was also a school for young girls of the bourgeois class, where future teachers and educators were trained (1765).
The principles of class and isolation of upbringing were observed here very strictly. The female noble women were grouped into age groups, who wore their uniforms as a badge of distinction. Younger girls (5-9 years old) wore brown dresses, they were called "coffee pots"; adolescent girls (9-12 years old) dressed in blue dresses, from 12-15 years old - in gray, and at 15-18 years old they went to classes in green dresses, to balls - in white dresses.
Admission to the first age class was to be held, according to the original plan, once every three years. During 12 years of study, parents were not allowed to take their daughter home. The content of training was developed taking into account the pedagogical innovations of that time and included the study of Russian and foreign languages, arithmetic, geography, history. They also taught versification, playing music, drawing. In practice, only the languages French and German were seriously studied.
An important task of educators was to teach the pupils to read, first of all, edifying French novels, which was supposed to awaken love for hard work, the source of all good, and foster compassion for the poor. With the aim of aesthetic development at the Smolny Institute in the 1770s. an amateur theater functioned, where plays were staged by famous Russian playwrights, for example A.P. Sumarokova.
The bourgeois branch at the Smolny Institute became the ancestor of the training of female teachers in Russia. Here teachers were trained both for the institute itself and for home teachers-educators. Since the 90s. XVIII century some girls of the nobility also began to study at this department.
The training of "ladies-teachers" and educators for Russia of Catherine's era is very significant, since at that time private boarding schools dominated, where foreign women who had no pedagogical education taught, often teaching only language, manners and dances.
Until the middle of the 18th century, there were no educational institutions for women in the official structure of education in Russia. The formation of the system of women's education is associated with the activities of I. I. Betsky. He is one of the most important personalities of the second half of the 18th century. One of the most educated personalities of his time, he tried to bring his best ideas to life.
Ivan Ivanovich was born in 1704 in Stockholm. Unfortunately, almost nothing is known about Betsky's childhood and initial education, except that at the age of 12 he was sent to the Copenhagen Cadet Corps. In 1721, he came to Russia and received a service in the College of Foreign Affairs. In 1728 he was awarded the rank of lieutenant, and in 1747, with the rank of major general, he retired and went to travel to Europe, where he got acquainted with the ideas of prominent French enlighteners: J. Rousseau, D. Diderot, Helvetius, studied their charitable institutions ... And in the course of these studies, he conceived the idea of embodying some of the ideas of the French enlighteners in Russia.
So, we can say that for Ivan Ivanovich the trip abroad was a living, varied, endlessly instructive book; the study of this book completed his own education; under her influence, his views, hobbies, his entire moral personality were formed.
The accession of Peter III found Betsky in Vienna, where he lived. Peter III, immediately after accession to the throne, remembered II Betskoy and summoned him to Russia. But he tried to abandon the honor that lay ahead of him, referring to his old age (he was 58) and only at the second order of the emperor reluctantly went to Petersburg. The emperor greeted him kindly, promoted him to the rank of lieutenant general and appointed him chief of the office of buildings, imperial gardens and houses.
Betsky's position changed with the accession of Catherine II. This is due to the fact that, firstly, the empress was close to him in her views - the same thinkers of the 18th century, whose ideas were subsequently pursued by Betskoy, were the Empress's favorite authors; secondly, he enjoyed the respect and sympathy of Catherine the Great herself.
During the reign of Catherine II in Russia, there was a serious reassessment of the role of education. This was due to the spread, primarily among the elite of Russian society, of the progressive ideas of the Western pedagogical school. Under the influence of these tendencies, the Empress thought about creating a state general educational system capable of combining the functions of education and training. The key figure in the implementation of this program was I.I.Betskoy, a well-known public figure of that period. As noted above, he has already developed a system of views on education in closed educational institutions under the influence of the ideas of D. Locke, J. J. Rousseau, D. Diderot. But, as N. Korobka notes, Betsky's ideas were not a weak copy, an echo of the thoughts of these philosophers. Korobka N. I. Ivan Ivanovich Betskoy // Education, pedagogical and popular science journal, 1895. - №9. S. 6 ..
Catherine II believed that if a person is properly raised from infancy, then a new breed of people can be created - nobles, merchants, industrialists, artisans. Loyal to the throne, not inclined to harmful speculations, they will make up a society that will be easy for an enlightened monarch to rule. To this end, in the 60-70s. In the 18th century, an attempt was made to create a system of educational institutions, where Ivan Ivanovich was directly involved.
In 1764, in the General Institution for the Education of Both Sexes of Youth, he formulated the concept of education, which, according to him, was supposed to give “a certain direction to the will and heart, to develop character, to instill a common sense, morals and rules in accordance with human nature. to eradicate prejudices "Latyshina DI History of pedagogy. Upbringing and education in Russia (X - early XX centuries): Textbook. M., 1998. S. 243 .. The result of such upbringing was, according to Betsky, the creation of a new breed of people, free from the vices of the surrounding world. To this end, children had to be isolated from the bad influences of the environment, in particular families, in closed educational institutions, where to raise a perfect person.
As E.P. Titkov notes, Betsky's theoretical impulses have long been harshly condemned as absurd conclusions that have an illusory force, as a pedagogical utopia. The weaknesses of Betsky's pedagogical ideas are seen in the fact that a new person should grow out of a part of the population - either nobles or children who stood outside the social hierarchy of that time (poor, disadvantaged and orphaned) Titkov E.P. Educational policy of Catherine the Great. M., 1999. S. 45 .. The bulk of the population - the peasantry - did not fit into the proposed upbringing and educational transformations. In fact, with its successful implementation, Betsky's program was supposed to somewhat expand the elite elite of Russian society, thus strengthening the autocratic power of Catherine II, which needed a qualitative improvement in the state apparatus of the empire from top to bottom.
It is worth noting that the class principle was strictly followed when opening educational institutions. Privileged cadet corps, schools for noble maidens, and for commoners - a school at the Academy of Arts, educational homes at all provinces were intended for noble children. Leaving the school, the commoners were supposed to form a new estate - scientists, artists, artisans, teachers and doctors. Betskoy did not say anything about the education and upbringing of peasant children.
He saw how the moral, political and economic significance of this class grew in the West, and regretted that in Russia only two ranks were established: nobles and peasants, and merchants, burghers, artisans and the branches of state life associated with these ranks did not matter. On March 1, 1764, the plan was approved by Catherine, and Betsky was instructed to organize new and transform existing educational institutions.
According to the developed Betsky reports and statutes, the following were opened:
- 1. In 1764, an orphanage in Moscow and later in St. Petersburg.
- 2. School at the Academy of Arts for boys of all ranks, excluding serfs in 1764.
- 3. The same school at the Academy of Sciences in 1765.
- 4. Educational Society for Noble Maidens at the Smolny Monastery or the Smolny Institute for Noble Maidens in 1764, and in 1765 the Meshchansky branch with him.
- 5. In 1766 the Land Gentry Corps was transformed.
- 6. Commercial school in 1772 Latyshina DI History of Pedagogy. Upbringing and education in Russia (X - early XX centuries): Textbook. M., 1998.S. 244 ..
I.I. Betskoy steadily and persistently carried out in all educational institutions arranged by him. Betskoy saw four sides in upbringing: 1) physical, 2) physical and moral, 3) moral, 4) didactic. Physical education should be applied to the child's personality and age; children's age lasts up to 15-16 years and breaks down into several stages: 1) from birth to weaning; 2) from weaning to six years; 3) from 6 to 10 years old; 4) from 10-12 years old to 15-16 years old.
The physical and moral side of upbringing consists in the upbringing of good spirits, initiative and skill in children. He considered the means of education to be a cheerful, cheerful mood of the spirit of educators, reasonable games - the teacher should only observe that there was no obscenity in the games.
The same principles were applied in the decree of May 5, 1764 on the education of noble maidens at the Resurrection Monastery (later the Smolny Institute). Before Catherine, there were no women's educational institutions in Russia at all. Soon after accession to the throne, the Empress instructed Betsky to present a report on the construction of a closed institution for the education of girls of noble birth. Project I.I. Betsky was approved on May 5, 1764. According to this project, an educational society for noble maidens was established in St. Petersburg; it accepted female persons of noble origin from 5-6 years old, and the parents gave a subscription that they would give the child up to 18 years of age and would not be required to return it earlier.
On January 31, 1765, a decree was signed on the establishment at the same Resurrection Monastery of a school for young girls of all ranks, except for serfs, under the direction of the same boss and ruler, but with a different training program: mainly attention was paid to various handicrafts and other household chores. Betskoy considered the good upbringing and education of women as future wives, mothers, and educators to be especially important. In family and family responsibilities, a woman, in his opinion, should look for the meaning and content of her life.
It should be noted that he devoted his entire life to the creation of educational institutions. All his riches and he spent on them. As D.I. Latyshina notes, Ivan Ivanovich made huge donations: for many years at his expense, 5 girls were brought up annually in the Smolny Monastery and 4 cadets in the corps, and according to his spiritual will he left the Orphanage - 162,995 rubles. society of noble maidens - 38 999 rubles, Academy of Arts - 33 951 rubles Latyshina DI History of Pedagogy. Upbringing and education in Russia (X - early XX centuries): Textbook. M., 1998.S. 186.
The public figure of the second half of the XVIII century I.I.Betskoy died on August 31, 1795. Buried in the Alexander Nevsky Lavra (Church of the Annunciation of the Alexander Nevsky Lavra).
Ivan Ivanovich Betsky did not manage to form a new breed of people, but nevertheless his activity was very important, and it is one of the bright pages in the history of female education. It was he who began to create a system of women's education in Russia.