Spurs - the history of pedagogy and education - the file n1.doc. Pedagogical views and activity of I.I. Bezzky

Russian State and Public Affairs, Enlightener

The extramarital son of General-Field Marshal I. Yu. Trubetsky (whose abbreviated surname later wore) and Swedish Baronessa harm (according to other Sparre); Born during his father's stay in Swedish captivity, spent the orphanage in Stockholm. Got a home education, studied in the Cadet Corps in Copenhagen, then she served in the Danish army, then due to injury was forced to leave military service. Apparently, in 1718, together with his father returned to Russia, but then again went to Europe with educational purposes. Freely owned French and German languages.

In 1722-1726 he lived and studied in Paris, at the same time consisted of a secretary in the Russian after V. L. Dolgoruk. At the request of the Father returned to Russia, he served under his beginning the outline adjutant in Kiev and Moscow. There was among the nobles that signed the petitions against the "Verkhovov" in favor of Anna John (1730). In 1729-1747 served in the collegium of foreign affairs, Berlin, Vienna, Paris visited as a courier. After 1740, the chamber at the "small yard" of Peter Fedorovich's heir, in 1744 he met his wife, future Catherine II. In 1756-1761, together with the nephew of E. D. Golitsyn and her husband, D. M. Golitsyn's diplomat, made a long passage journey through the Netherlands, France, Italy; The famous Parisian literary salon Mary Teresa Jofren visited the famous Parisian literary salon, was interested in modern painting and sculpture.

After coming to power, Peter III (1761) received an order to return to Russia, where he was appointed director of the office from buildings. On the day of the coup 28 June 1762, together with the emperor, fled from Peterhof to Oranienbaum, in the first months of the reign of Catherine II did not play an active role. Then quickly entered the number of approximate empresses, becoming the official "reader" (personal secretaries) (1762-1779).

In 1763 introduced the Empress of the educational house ("The General Establishment of Education of both the Panel of Junior"), consonant with its liberal aspirations, in which the pedagogical views of J. Lokka in the revised form, which was reworked by the Pedagogical views of J. Locke, Zh. Rousseau, K. A. Gelving Projects and report notes were officially, which led their wide publicity, the most important of them were translated into French and were published for distribution in Europe.

President of the Academy of Arts (1764-1791, with 1763 managing), in 1765-1766 the managing the landlocked housing. In recent years, life has lost its influence at the courtyard, in 1782, land, about 1789 almost retired from affairs.

Pedagogical ideas of the beetk go back to the general emergence concepts of education in their popular French interpretation; Also taken into account the practice of European schools. In 1760 - early 1770s. Created a system of closed educational institutions of a classroom in Russia for children from 5-6 to 18-20 years. The Smolny Institute was the noble educational institutions (in 1764 a similar Ekaterininskaya school in Moscow was opened) and the land of the Shuttle Corps (according to the charter 1766). For immigrants from other classes (but not serfs), special "meshchansk" schools at the Academy of Arts (1764) were created, the Resurrection Novodevichy (Smolny) monastery (1765), the land of the Shankhaetsky building (1766), the Moscow Commercial School (1772).

The main task of the Enlightenment was considered to be a targeted creation in Russia "the third rank" (class), consisting of educated people: teachers, governess, artists, merchants - the useful state of the "breed" of people, who then distribute the principles of new upbringing on the whole society through the family. In this case, a special role was assigned to the educational house, which took up babies abandoned by parents; His graduates who received craft skills became "free" and had to replenish the Meshchansky estate. It was assumed that the schools would be produced in different ways formed, but uniformly educated nobles and allocates, with their new ideas about public life: good Christians, loyal citizens, honest people.

Bezzka believed that by themselves "science and art" do not produce "admonition", as a result, attached to their upbringing of preferential importance to the actual formation. He considered school as a "school of morals", where children first make "virtuous", and then "enlightened".

Many projects were untenable, and the schools themselves received a contradictory public assessment. The unsatisfactory state of educational institutions, the low level of education of pupils led to the revision of the education system and the beginning of the preparation of education reform 1782-1786.

Main works

Institutions and charters relating to upbringing and learning in Russia of the youth of both sexes. Part 1-2. SPb., 1774.

Meeting of institutions and regulations regarding the upbringing in Russia of both gentlemen of the noble and meshman; With other institutions in favor of society. Part 1-3. St. Petersburg., 1789-1791.

Literature

◦ Mikhailovsky M. Materials for biography I. I. Bezzky. [SPB., 1853].

◦ Chistovic I. A. Materials about Ivan Ivanovich Betsk. [M., 1863].

◦ Pytkovsky A. P. St. Petersburg Educational House under the control of I. I. Bezzky. [SPB., 1875].

◦ Miller N. F. From the past Moscow educational house: an essay of his activity for the first 30th anniversary during the management period of I. I. Bezzky. M., 1893.

◦ Mikes P. M. I. I. Bezzka: the experience of his biography. St. Petersburg., 1904.

◦ Lappo-Danilevsky A. S. I. I. Petskaya and his education system. Feedback A. S. Lappo-Danilevsky about Op. P.M. Makova: "Ivan Ivanovich Petskaya. Biography experience. St. Petersburg., 1904.

◦ Lipnik V. N. Educational interest in theory and practice I. I. Bezzky // Pedagogical problems of forming cognitive interests of students. Vol. 3. L., 1977. P. 118-126.

◦ Tchaikovskaya O. G. Education of the "new breed" of people (about one social experiment of the XVIII century) // Sociological studies. 1987. No. 2. P. 121-134.

◦ Anischenko O. A. I. I. Petskaya about the upbringing of preschool children // Education of the student of a schoolboy. Shadrinsk, 1992. P. 4-14.

◦ Eroskina A. N. The leader of the Epoch of Enlightened Absolutism I. I. Bezzka // Questions of History. 1993. No. 9.

◦ Eroskina A. N. The socio-political and administrative activity of I. I. Beetsky in 60-90. XVIII century. Dis. ... Cand. East. science M., 1993.

◦ Nikulich Yu. V. "Bay of mercy ...": (I. I. Beetsky - Cathedral conventor of Ekaterininsky era) // Russia and modern world: problems. Opinions. Discussions. Events. 1999. No. 3.

◦ Shashlyskaya E. A. I. Betskaya - "culprit" of educational houses in Russia // Society and power: Materials of Vseros. Scientific conf. St. Petersburg., 2003.

◦ Veselova A. Educational House in Russia and the concept of Education I. I. Bezzky // Fatherland. Notes. 2004. No. 3.

◦ Micherina A. L. Implementation of advanced pedagogical ideas I. I. Betsky in organizing the educational work of the sylow gentle of the Cadet Corps // Psychology and Pedagogy: Methods and practical application problems. Novosibirsk, 2009. P. 79-82.

◦ Kashirina N. N. Pedagogical concept I. I. Bezzky // Product models of modern education: Sat. Scientific Art. M., 2011. P. 188-201.

◦ Savchenko T. A. Insulatingist concept of Education I. I. Beetsk // Pedagogy. 2011. No. 7. P. 102-107.

◦ Starodubtsev M. P., Slepov V. Ya. The formation of a state system of general education in Russia in the last third of the XVIII century // The World of Education is education in the world. 2012. № 2 (46). C. 10-24.

◦ Yarinskaya A. M. Sociocultural grounds and legislative registration of a network of closed estate schools in the Board of Catherine II according to the project I. I. Bezzky. Dis. ... Cand. East. science Tomsk, 2012.

Ivan Ivanovich Betskaya (1704-1795) was a professional teacher who was educated abroad, where, under the influence of the ideas of the French enlighteners, he was formed as a thinker and a learner of education. I.I. Bezzka fully shared the idea of \u200b\u200bCatherine II on the need to upbringing the "new breed of people" in closed educational institutions of a class.

I.I. Petska was the extramarital son of Prince I.Yu. Trubetsky, born in Stockholm and worked for many years in Paris. His pedagogical views were formed under the influence of Ya.A. Komensesky, D. Lokka, J.-zh. Rousseau, D. Didro and other progressive teachers of Western Europe. It was Ekaterina II that he instructed to create a system of educational institutions in Russia, first of all, for noble children.

In the document "General of the Education to Education of both sexes" (1764) and labor "Short guidance selected from the best authors, with some physical notes about raising children from birth to youth" (1766) I.I. Bezzka outlined his views on the comprehensive upbringing of the "ideal" nobles. It was in the upbringing that he saw "the root of everything evil and good"; It should be a kind of nature of children, develop in them the qualities of personality, as courtesy, decency, hard work, the ability to manage themselves and knowledge of "house-building". Education without education, according to his conviction, only harms the child's nature, spoils him, disgusts from virtue.

An optimal form of organizing education and appropriate learning, in his opinion, there must be a closed educational institution, where children were to be taken from 5-6 years and to be in it until 18-20 years. Throughout their stay in an educational institution, children should be isolated from environmental exposure, even from relatives. In this way, it was assumed to raise the "new fathers and mothers", and those, in turn, had to raise their children not on the basis of old traditions, but on the basis of pedagogical feasibility.

Plan for the creation of the state system of education, according to Catherine II and I.I. Beetsky, began to be implemented with the creation of the School at the Academy of Arts (1764), educational houses in Moscow (1764) and St. Petersburg (1770), the educational society of noble maidens in St. Petersburg (1764) and the commercial school (1773). Each educational institution had its own charter, which was common for whom: the prohibition of corporal punishment and intimidation of children, an individual approach in assessing the abilities of each student, the orientation of the whole pedagogical activities to solve the tasks of the development of the unique student's personality.

However, the absence of specially trained teachers in Russia, there is almost all the good intentions of I.I. Petsky. Attempting the invitation of teacher's personnel from abroad did not change the situation. Special disappointment brought him the activities of educational houses, where his idea was actually implemented on the superiority of education on learning. This was added here, illegitimate babies, which, according to the plans of Catherine II and I.I. Bezzky, had to be fully brought up, receive primary education, and then professional training in workshops. In the statement of affairs in the Moscow educational house in 1755 I.I. Bezzka wrote that none of the educational and educational tasks was solved here, again because of the extreme incompetence and the korestolobius of educators and masters.

It was no better about the school for boys at the Academy of Arts. According to the Charter in the school there were three classes for three years of study in each. Here they were taught Russian diploma, foreign languages, drawing, arithmetic, geometry, history, geography, mythology. Graduated school, withstanding the exam, entered the Academy of Arts or engaged in practical activities in their specialty. In 1772, visiting the school, I.I. Bezzka with disappointment wrote that he did not find the spirit of high enlightenment here. Similarly, they were characterized by the activities of the School at the Academy of Sciences and transformed on the basis of the new pedagogical ideas of the landlock housing. A wide range of general educational disciplines did not contribute to the moral development of pupils, the method of "leading children playing and with nice", as he called it, did not led to adequate education, and his entire humane theory of upbringing in practice was insolvent.

The only successful activity of the educational society of noble maidens, the Smolny Institute, which launched the beginning of women's education in Russia. In 1764, in all provinces, the provinces and cities were sent to the Imperial Decree "On the upbringing of noble maidens in St. Petersburg at the Rossensensky Monastery", which was called Smolny in everyday life. According to Decree, every nobleman could give her daughters to educate this institution.

Actually, the name "Society of Noble Maiden" was enshrined in one half of this educational institution - Nikolaev Half. The second half of Half was called the Alexandrovsky School.

At the Nikolaev Half, the daughters of hereditary nobles, who had the rank not lower than the colonel or Stat adviser, and on the Alexandrovskaya - daughters of the small nobles from the rank captain, the titular adviser to the Colonel, the College Advisor, as well as the daughters of the priests introduced into the third part of the noble book. With it, there was a school for young girls, the Meshchansky branch, where they prepared for activities in the role of future teachers and educators (1765). The principles of the data and closetness of the upbringing were observed very strictly.

Pupils-nobility were combined into the "age" group-classes that had their shape as a sign of differences. Young girls 5-9 years old were brown dresses, they were called "coffeemen"; The girls of adolescence 9-12 years old dressed in blue dresses, from 12-15 years old - in gray, and in 15-18 years old went to the classes in green, on balls - in white dresses.

Reception in the first age class was to be held, according to the initial design, once every three years. Within 12 years of training, parents did not have the right to take their daughter home. The learning content was developed taking into account the pedagogical innovations of that time and included the study of Russian and foreign languages, arithmetic, geography, history. We also trained poems, musice, drawing. In practice, only languages \u200b\u200bare seriously studied - French and German.

An important task of educators was a teachment of pupils for reading, first of all the edge French novels, which should have encouraged the love of work as a source of all kind, to bring up compassion to the poor. For the purpose of comprehensive education in the Smolny Institute in the 1770s, an amateur theater was operating, where they put the plays of famous Russian playwrights, for example, "Semir" A.P. Sumaro.

The Meshchansky branch at the Smolny Institute has become a source in Russia in the preparation of teacher personnel. Here, teachers were preparing for both the institute and home teachers, educators. Since the 90s of the XVIII century. The girls of the noble class also received the right to study at this department.

The preparation of "ladies-teaching" and educators was very important, since in Russia of the Catherine era, private pensions were held everywhere, where foreigners were taught, which did not have pedagogical education, often teaching only the language, manners and dances.

Educational views on the education and training of children were spoken not only by supporters and performers of the ideas of the Empress, but also her opponents and opponents. The Nikolai Ivanovich Novikov (1744-1818) was a rather moderate critical policy of educational policy. According to Catherine II, he was a "smart and dangerous man," although he was a supporter of the enlightened monarchy, but he was without a court and the investigation was concluded in the Shlisselburg fortress.

N.I. Novikov was a more social thinker and publisher than a teacher. As a publisher, he led active educational activities, publishing translations of Labor Rousseau, Didro, Montesquiece, Voltaire and other French enlighteners. As a philosopher, he explored the problem of man and its moral formation, believing that the path to the highest human morality runs mainly through overcoming ignorance and full-fledged education.

The idea of \u200b\u200braising good citizens, happy and useful Fatherland, his patriots, fighters against the "slave state" was central in the educational program N.I. Novikova. Being in his worldview of the enlightener, he believed that the prosperity of the state, the well-being of the people depend on morality, which is given to upbringing and education. He believed that people of all classes, with proper education, would successfully fulfill their duties, will be hardworking, maternity owners. Therefore, the education of the youth is the necessary and the first duty of both the ruler of the country and every parent.

Fair criticism of N.I. Novikov subjected to him the system of noble education: home education, entrusted often far from pedagogy to people; Education and training abroad, where young people indulge more fun, idle pastime, than sciences; Education in closed textile institutions, cut off from real life, is not upbringing in the true sense of the word.

His pedagogical position N.I. Novikov outlined in the treatise "On the upbringing and instruction of children" (1783). Education, in his opinion, includes three main parts: physical education carried out in order to achieve children's bodily health; Moral, without which no one can be internally happy, is definitely with loved ones, can not be a good citizen, and the formation of the mind that needs a person and a citizen to fulfill all his duties.

Education in closed educational institutions N.I. Novikov considered the wrong and preferred to public education and actually school education, which can significantly better prepare the younger generation for life and activities in society.

An important role in the development of man N.I. Novikov took family upbringing and reasonably organized home education. He called among the most important factors for the formation of a human person. In this regard, he was a direct opponent of the idea of \u200b\u200bCatherine II, which had assumed the isolation of children from parents. A positive example of parents was considered as a determining means of upbringing.

N.I. Novikov perfectly understood that decrees, pedagogical treatises, no matter how good they were, would not give a positive effect, if not to prepare for the incarnation of pedagogical ideas of a professionally educated teacher. It is necessary, according to his conviction, not only specially prepare teachers, but also to create conditions for their decent life. A real teacher teacher should be a moral personality, a model for pupils in all respects.

Thoughts of Catherine II on the conversion of the affair and the education of young people were embodied in the school reform documents 1782-1786. During this period of his reign, she largely revised his educational position and emphasized the creation of schools for the burghers, general educational institutions in the provincial and county cities throughout the Russian Empire. To the idea of \u200b\u200bthe education of the "new breed of people", she did not appeal at this time.

To prepare school reform, a commission was created about the institution of school led by Senator P.V. Zavadovsky. The reform plan and the following materials were prepared by Fyodor Ivanovich Yankovich de Mirievo (1741-1814) - Austrian teacher, Orthodox, Serb by nationality, invited to Russia on the recommendation of the Austrian Emperor Joseph II. F.I. Yankovich in this commission played a major role. He translated into Russian different Austrian and German instructions for teachers, school statutes, training aids, which allowed Russian teachers and statesmen to get acquainted with the Western European level of development of the school.

In 1786, the Commission on the establishment of folk schools published the chief document of school reform - "Charter of People's Schools in the Russian Empire." Throughout Russia, folk schools of two types were to be created in all cities and large villages: in the provincial cities - the main national schools with a term of study for 5 years, and in county cities and villages - small folk schools with a period of training for 2 years. According to the "Charter ..." in all colleges, it was recommended to introduce a cool-urching system instead of traditional individual work with students.

Small school curriculum included reading, letter, arithmetic, drawing and catechism with a sacred history. The main schools were supposed to create from four classes. The content of training of the first two classes corresponded to the content of learning in small schools; In two senior grades of the main schoolchildren, schoolchildren should have led Russian grammar, the beginning of universal history, geography, physics, mechanics, geometry, the gospel. After graduating from the chief school, it was possible to continue training at the university, for which in the senior classes of the Main People's Schools were additionally trained in Latin and another foreign language, mainly German. In small schools, the training was led by two teachers, and in the main - six. The content of folk schools was assigned to local authorities.

The Commission also issued "Rules for students in folk collections" (1783), who completed the "Charter" with a clear list of schoolchildren's responsibilities. Based on these rules, the reception in the school was carried out 2 times a year - in the summer and winter. In winter, they studied from 8 to 11 am and after lunch from 2 to b in the afternoon, and in the summer - from 7 to 10 and from 2 to 5 hours of day. Classes began to prayer, training was joint for boys and girls, although they were sitting apart. The teacher was supposed to ensure that boys and girls do not go out together from school. Body punishments were prohibited. The rules of behavior outside the school and houses, based on the traditions of Russian Orthodox education and the rules of good tone, adopted in the secular society of that time were painted in detail.

In 1783, "management of the first and second class teachers" of the famous Silesian-Austrian teacher I.I. Felbiger, adapted to Russian conditions F.I. Yankovich. The "management" clarified the meaning and order of a class-a-time system, which, before that time, Russian teachers were not practiced. The "management" was considered official, i.e. mandatory for execution in the pedagogical process, didactics. It consisted of four parts.

The first part was devoted to the work technique. The teachers were obliged to deal with the whole class, and not to learn everyone one. Recommended as one of the teaching methods to perform a series of exercises with gradual increase in the difficulty and an increase in the independence of students in their implementation; Passed a survey technique, etc.

The second part contained individual methods of subjects taught in the People's School; The third - described the identity of the teacher and its professional qualities; In the fourth part, it was about the organization of all school life, all the activities of the teacher were strictly regulated.

Folk schools created in Epoch of Catherine II were new for Russia with the type of educational institutions intended for children of the disheveled population. For these schools, new educational books took. The main benefit was the book "On the posts of man and a citizen" (1783). The book was published in two versions: for students and teachers where guidelines contained, and in fact, a list of questions that the teacher should ask children.

The tutorial was divided into four parts. To introduce to it, the purpose of the upbringing was determined as an achievement by a man of well-being, which is possible only with loyal attitude towards the autocratic system, loyalty to its class, Christian virtue, bodily health and hard work.

In the first part, the features of the inner world of man were revealed and sections about the soul, memory, will, mind, etc. were allocated. In this part of the book, the responsibilities of a person, a debt before God, before the closest and before himself.

In the second part, we were spent on physical education, speaking words of the textbook, "care of the body." The student gave detailed recommendations regarding hygiene, the treatment of simple diseases and care for patients, clarified the causes of the diseases, etc.

In the fourth part, information on the housekeeping, about the sciences, arts, fishery and crafts, which made it possible to prepare schoolchildren to future independent work.

Other textbooks for folk schools were also compiled. For the first time for school, a textbook on natural science was written - "Inscription Natural History" (1786), which was used in schools until 1828. The author of the textbook V.F. Zuev (1754-1794) relied on the principle of scientific and availability of material presentation. The textbook was attached to the zoological atlas, which teachers used as a visual benefit. For the first time in Russian in it, the evolutionary theory, covering the issues of geology, botany and zoology, was clearly revealed.

Professor of Moscow University E.B. Sreechikov (mind 1790) for folk schools was written "Brief Russian grammar" (1787). In the preface to the textbook, the author outlined didactic and methodical recommendations based on the principles of the sequence and communication of the material being studied with life. Teachers were consulted not to encourage children to jam, but to use vivid examples, clarify difficult places, to achieve learned material studied by repetition.

Famous Russian mathematician and physicist, nephew M.V. Lomonosova, M.E. Golovin (1756-1790), a teacher of the St. Petersburg Main People's School, created for people's schools training aids on arithmetic, geometry, mechanics, physics, accompanying them by guidelines and visual benefits. In the "brief guide to geometry" (1786), guidelines were given not only to teachers, but also students. The author's tips are student testify to consider them the age characteristics of children and support on the principle of visibility.

A new system of educational institutions and new textbooks demanded and the preparation of new teachers. In 1783 by the efforts of F.I. Yankovich in St. Petersburg In the Main People's School, the training of teachers who can work professionally in conditions of a cool teaching system began. For this purpose, from the St. Petersburg Alexander Nevsky-Split Seminary, where the attempt was already made to organize the training of teachers for popular schools, the best students prone to teacher activities were sent.

In 1786, the teacher's seminary stood out from the Main People's School and became the first in Russia with the highest educational pedagogical institution, who released from their walls by the end of the XVIII century. More than 400 teachers of the lower and highest classes of popular schools. Catherine II herself carried out control over the activities of the seminary.

The number of people's schools in Russia was, in general, small: by the end of the century there were only 288 such educational institutions in which few more than 20 thousand children were studied, the girls were only a tenth of all schoolchildren. We should not be misleading the name "People's" schools, since the overwhelming majority of children from a simple people and almost all children of fortress peasants were deprived of the opportunity to study in these state-owned, organized on Western European sample schools. The children of the noble estate, clergy and part of the merchants studied here.

This state of affairs could not not cause a sharp opposition to state educational policies. The most striking representative at the end of the XVIII century. Alexander Nikolaevich Radishchev (1749-1802). He was not a professional teacher, but as an enlightener of the extreme revolutionary direction paid serious attention to the tasks and ways of the formation of the "Sons of the Fatherland", Russian patriots, citizens of the Great Russia.

A.N. Radishchev demanded a wide and full formation for children of all Russians, regardless of their class affiliation, as "True Sons of the Fatherland" should be among the nobles, and among the peasants, and for this and others should receive appropriate education and education. His pedagogical ideas did not receive reflections in any special treatise, they are scattered in such a job, as "Word about Lomonosov", "Velost", heads of "Zaitsevo" and "Sressy" in "Travel from St. Petersburg to Moscow", "Conversation The fact that there is the son of the Fatherland "and" reasoning about labor and idleness. " The printed word was his only means of struggle against the Empire, however, Catherine II called it the "Buntocker worse than Pugacheva."

A.N. Radishchev was a man of the era who went to the change of enlightenment. His goal is not to correct the world and its morals by the means of enlightenment, and the noquence of the system where social injustice reigns. Therefore, from his point of view, it takes not just upbringing, but the political education of a person, comprehensively prepared for the work on the reorganization of the Company based on the ideal of justice.

In general, it should be recognized that during the XVIII century. In Russia, a network of educational institutions - small and major people's schools were created - with unified curricula, a cool-term form of organizing training, with uniform methods of teaching educational items, unified textbooks, and professional training of teachers began, etc.

In the field of education and pedagogical thought, Russia has reached a qualitatively new level: various types of public secular schools who served as the basis for the creation of a centralized state-owned education system of the XIX century were created and proven in practice.; A system of ideas was developed about the education and training of a person - a citizen of his fatherland who became a nutritional environment for the development of the Russian socio-pedagogical movement of the first half of the XIX century.

Pedagogical views and activity of I.I. Bezzky

Ivan Ivanovich Betskaya (1704-1795) was a professional teacher who was educated abroad, where, under the influence of the ideas of the French enlightened, he was formed as a thinker and a learner of education. I.I. Bezzka fully divided the idea of \u200b\u200bCatherine II on the extremely important stake in the education of the''no breed of people'' 'in closed educational institutions of a class.

I.I. Petska was the extramarital son of Prince I.Yu. Trubetsky, born in Stockholm and worked for many years in Paris. His pedagogical views were formed under the influence of Ya.A. Komensesky, D. Lokka, J.-zh. Rousseau, D. Didro and other progressive teachers of Western Europe. It was Ekaterina II that he instructed to create a system of educational institutions in Russia, before all for noble children.

In the document'Genoral institution about the upbringing of both the sex of youth''' (1764) and labor "Customized instruction chosen from the best authors, with some physical notes about raising children from birth to youth''' (1766) I.I. Bezzka outlined his views on all-posilate education''idal'''s nobles. It was in the upbringing that he saw the 'kine in all evil and kind''''' It must be a kind of nature of children, develop in them the qualities of personality as courtesy, decency, diligence, the ability to control themselves and knowledge of'dom-building. Education without education, according to his conviction, only harms the child's nature, spoils him, disgusts from virtuous.

The optimal form of organizing education and appropriate learning, in his opinion, there must be a closed educational institution, where children should be taken from 5-6 years and in it until 18-20 years. During all stay in an educational institution, children should be isolated from environmental exposure, even from relatives. In this way, it was assumed to raise''Nan fathers and mothers', and those, in turn, had to raise their children not on the basis of old traditions, but on the basis of pedagogical intelligence.

I. I. Betskaya

Plan for the creation of the state system of education, according to Catherine II and I.I. Beetsky, began to be implemented with the creation of the School at the Academy of Arts (1764), educational houses in Moscow (1764) and St. Petersburg (1770), the educational society of noble maidens in St. Petersburg (1764) and the commercial school (1773). Each educational institution had its own charter, which was common for whom: the prohibition of the body punishments and intimidation of children, an individual approach in assessing the abilities of each student, orientation of educational and pedagogical activities to solve the tasks of developing the unique student's personality.

At the same time, the absence of specially trained teachers in Russia, there is not almost all the good intentions of I.I. Petsky. Attempting the invitation of teacher's personnel from abroad did not change the situation. Special disappointment was made by the activities of educational houses for the uplift and illegitimate babies, which, according to the plans of Catherine II and I.I. Beetsky, they should have been brought up here, receive primary education and professional training in workshops, where his idea was to be implemented about the superiority of education.

In such educational houses, according to the ideas of I.I. Bezzky, children under 2 years old have to be on the care of nannies and bodies, further - up to 7 years old boys and girls raised together should have been taken to easy work, under 11 years old - to go for 1 hour a day to school, learning reading and God's law. The boys work included knitting stockings, caps, networks, work in the garden. Girls were engaged in spinning, weaving lace. Up to 14 years, continuing to engage in various crafts, children should have learned to count, write, draw, get acquainted with geography elements. On this, their education should have completed.

At the same time, the ideas of I.I. Petsky diverged with reality. The statement of affairs in the Moscow educational house in 1755 ᴦ. He wrote that none of the educational and educational tasks was decided again due to the extreme incompetence and korestolubia of educators and masters.

It was no better about the school for boys at the Academy of Arts. According to the Charter in the school there were three classes for three years of study in each. Here they were taught Russian diploma, foreign languages, drawing, arithmetic, geometry, history, geography, mythology. Graduated school, withstanding the exam, entered the Academy of Arts or engaged in practical activities in their specialty.

In 1772 ᴦ., Posteiv School, I.I. Bezzka with disappointment wrote that he did not find the spirit of high enlightenment here. Similarly, it was characterized by the activities of the School at the Academy of Sciences and transformed on the basis of the new pedagogical ideas of the landlock housing. A wide range of general educational disciplines did not contribute to the moral development of pupils, the technique''vesti children playing and with nice'' ', as he called her, did not lead to due education, and his entire humane theory of upbringing in practice was insolvent.

The only successful activity of the educational society of the noble maidens of the Smolny Institute was posted on women's education in Russia. In 1764 ᴦ. At all provinces, the provinces and cities were sent to the Imperial Decree'O Education of the Noble Maiden in St. Petersburg at the Resurrection Monastery, who was called Smolny in everyday life. According to the Decree, every nobleman could give his daughters to educate this institution.

Actually, the name 'of the noble maiden was enshrined in one half of this educational institution - Nikolaev Half. The second half of Half was called the Alexandrovsky School.

At the Nikolaev Half, the daughters of hereditary nobles, having a rank not lower than the Colonel or Stat Counselor, and on the Alexandrovskaya - daughters of small nobles from the rank of headquarters, the titular adviser to the Colonel, the College Counselor, as well as the daughters of the priest-of-believe, included in the third part of the noble books. There was also a school for young Girls of the Meshchansky class, where they were preparing future teachers and educators (1765).

The principles of the data and closetness of the upbringing were observed here very strictly. Pupils-nobility were united in age-related classes that worn their clothes as a sign of differences. Young girls (5-9 years old) worn brown dresses͵ They were called ''Koffeesi''''''; The girls of adolescence (9-12 years old) dressed in blue dresses, from 12-15 years old - in gray, and in 15-18 years old went to the classes in green, on balls - in white dresses.

Reception in the first age class was to be held, according to the initial design, once every three years. Within 12 years of training, parents did not have the right to take their daughter home. The learning content was developed taking into account the pedagogical innovations of that time and included the study of Russian and foreign languages, arithmetic, geography, history. We also trained poems, musice, drawing. In practice, only languages \u200b\u200bare seriously studied French and German.

An important task of the educator was the teachment of pupils for reading before all the edge of French novels, which should have awakened the love of hardworking, the source of all kind, to bring up compassion to the poor. For aesthetic development in the Smolny Institute in the 1770s. The amateur theater functioned, where the plays of famous Russian playwrights were put, for example A.P. Sumaro.

The Meshchansky Division at the Smolny Institute has become a source of teacher training in Russia. Here they were preparing teachers both for the institution itself and home teachers-educators. From the 90s. XVIII century Some nobility girls also began to study on this department.

Preparation of ''Dam-teaching agents'''' and educators for Russia of the Catherine Epoch is very significant for Russia, since at that time private pensions were dominated, where foreigners were taught, which did not have pedagogical education, often teaching only the language, manners and dances.

Educational views on the upbringing and training of children expressed not only supporters and performers of the ideas of the Empress, but also her opponents and opponents. A rather moderate criticism of Ekaterina II educational policy was Nikolai Ivanovich Novikov (1744-1818). According to Catherine II, he was a smart and dangerous and dangerous, which she concluded in the Shlisselburg fortress without a court and the investigation.

N.I. Novikov

N.I. Novikov was rather a social thinker, published, enlightened, rather than a teacher. As a publisher, he published translations of Labor Rousseau, Didro, Montesquieu, Voltaire and other French enlightened. As a philosopher attracted him to the problem of man and its moral formation. He himself believed that the path to the highest human morality runs mainly through overcoming ignorance and full-fledged education.

The idea of \u200b\u200bupbringing good citizens, happy and healthy Fatherland, patriots, fighters against the''oration state'''' was central in the educational program N.I. Novikova. Being in its worldview of the European type enlightenment, he believed that the prosperity of the state, the well-being of people depend on morality, which is given to education and education. He believed that the people of Al-Clauses, with proper education, would successfully fulfill their duties, will become hardworking, laundering owners. For this reason, the education of youth is the necessary and the first duty of both the ruler of the country and every parent.

Fair criticism of N.I. Novikov subjected to the then system of noble education: home education, trusted with random people; Education and training abroad, where young people indulge more fun, idle pastime, than sciences; Education in closed institutions, torn off from real life, is all this, in his opinion, was not upbringing in the true sense of the word.

His pedagogical views of N.I. Novikov outlined the most fully in the treatise ''o education and instruction of children'''' (1783). Education, in his opinion, should include three main parts: physical education carried out in order to achieve children's body health; Moral, without which no one should be internally happy, recently with loved ones, will not fully become a good citizen, as well as the formation of mind, it is extremely important to man and a citizen to fulfill his duties.

Education in closed educational institutions N.I. Novikov considered the wrong and preferred to public education and actually school education, which can significantly better prepare the younger generation for life and activities in society.

An important role in the development of man N.I. Novikov took family upbringing and reasonably organized home education. He called among the most important factors for the formation of a human person. In this regard, he was an opponent of the idea of \u200b\u200bCatherine II, which had assumed the isolation of children from the parent. A positive example of a parent -eis was considered as a determining means of education, however, such examples at that time were a bit of a bit.

N.I. Novikov perfectly understood that decrees, pedagogical treatises, no matter how good they were, will not give a positive effect. If it is not for the realization of their ideas professionally trained teacher. According to him, it is necessary not only to specially prepare teacher, but also to create conditions for their decent life. A real teacher teacher should be a moral personality, a model for pupils in the entire relationship, occupying a suitable place in society.

The thoughts of Catherine II on the transformation of the affair and the education of young people were embodied in the documents of the school reform of 1782-1786. In this period of his reign, she largely revised his educational position and emphasized the creation of schools for burghers in the provincial and county cities along the Russian Empire. To the idea of \u200b\u200bthe education of the''Noy breed'''s, she was no longer returned at that time.

To prepare school reform, a commission was created about the institution of school led by Senator P.V. Zavadovsky. The reform plan and the materials associated with it were prepared Fedor Ivanovich Yankovich de Mirievo (1741-814) - Austrian teacher, Orthodox, Serb by nationality, invited to Russia on the recommendation of the Austrian Emperor Joseph II. F.I. Yankovich in this commission played a major role. He translated into Russian different Austrian and German instructions for teacher and school charters, teaching aids, which allowed Russian teachers and statesmen to get acquainted with the Western European organization of school.

F.I. Yankovich de Mirievo

In 1786 ᴦ. The Commission on the establishment of folk schools published the chief document of school reform -''Усто to people in the Russian Empire. In all over Russia, folk schools of two types were supposed to be created in Solid cities and large villages; In the provincial cities - the Main People's Schools with a term of study for 5 years, and in county cities and villages - small folk schools with a term of study for 2 years. By'' Demoju''' 'at all schools was recommended to introduce a cool-urching system instead of traditional individual work with students.

Small school curriculum included reading, letter, arithmetic, drawing and catechism with a sacred history. The main schools were supposed to create from four classes. The content of training the first two classes corresponded to the content of training in small schools, in two senior grades of the main schools, schoolchildren should have studied Russian grammar, the beginning of the total history, geography, physics, mechanics, geometry. After the end of the chief school, it was possible to continue their studies at the university, for which in the senior classes of the Main People's Schools, they were additionally trained in Latin and another foreign language, mainly the German in small schools, two teachers were learning, and in the main schools - six. The content of folk schools was assigned to local authorities.

The Commission has also issued "Pupils in folk schools''''''''''''''''' (1783), who complemented the ''' police-a clear list of schoolchildren's responsibilities. Based on these rules, the reception in the school was carried out twice a year - in the summer and winter. In winter, they studied from 8 to 11 am and after dinner from 2 to 6 hours of the day, and in the summer - from 7 to 10 and from 2 to 5 hours of day. Classes began to prayer, training was joint for boys and girls, although they were sitting apart. The teacher was supposed to ensure that boys and girls do not go out together from school. The body punishments were forbidden. The rules of behavior outside the school and houses, based on the traditions of Russian Orthodox education and the rules of good tone, adopted in the secular society of that time were painted in detail.

In 1783 ᴦ. It was published to the teachers of the first and second class''', the famous Silesian-Austrian teacher I. I. Felbiger, adapted to the Russian conditions of F.I. Yankovich. ''Revo-forming''''A clarified the meaning and principles of organizing a class-a teaching system, which was not practiced by Russian teachers earlier. ''Rukovodstvo''' 'was considered official, ᴛ.ᴇ. Mandatory for execution, didactic. It consisted of four parts.

The first part was devoted to the work technique. Teachers were obliged to engage in the classroom, and not to teach each one by one. Recommended as one of the teaching methods to perform a series of exercises with gradual increase in the difficulty and an increase in the independence of students in their implementation; Passed a survey technique, etc.

The second part contained individual methods of subjects taught in the People's School; The third - described the identity of the teacher and its professional qualities; In the fourth part, it was about the organization of school life, all the activities of the teacher were strictly regulated.

The main method of learning was considered cumulative instruction and cumulative reading, ᴛ.ᴇ. The work of the teacher with the entire children at the same time: one - reads or responds, and the rest listen to him. At the same time, it was recommended to read one article for 10-15 times, as long as the children themselves are good to read it and answer the questions. An example of arithmetic Teacher should first decide on the board, then in this sample the best student decided on the board the following example, and only after that a sample decision was dictated by the disciples.

Thus, the pupils on the classes were developing, which, essentially, was a new organization for Russia, since earlier each student worked individually at the instructions of the teacher.

When reading reading, it was recommended to use the image of words through the initial letters when the text studied not only entirely, but also according to the first letters of individual words. Teachers gave advice on drawing up tables with a brief presentation of the content of the book or its plan; Particularly recommended,''Vesoming''''', ᴛ.ᴇ. Questions of the teacher to the whole class for checking the understanding of the student studied material and the beginning of the conversation - explanations.

Much attention in''Ruovka-formation''''us was given to the teacher's personality, the virtues that he had to have to work with children: peace and decency, constant cheerfulness of the Spirit and the Body, a loyal attitude towards autocratic building, loyalty to its class, Christian virtue, body health and hardworking .

People's colleges that opened in Epoch of Catherine II were new for Russia with the type of educational institutions intended for children of the allocating population. For these schools, new educational books were required. The main benefit was the previously mentioned book "of man and citizen''' (1783), published in two versions: for students and teacher, where guidelines contained, and in fact, a list of questions that the teacher should ask children.

The textbook was divided into four parts. In the introduction to it, the purpose of the upbringing was determined as the achievement by a man of well-being, ĸᴏᴛᴏᴩᴏᴇ is possible only with loyal attitude to the state device, loyalty to its class, Christian virtue, body health and hardworking.

In the first part, the features of the inner world of man were revealed and sections about the soul, memory, will, mind, etc. were discharged. In this part of the book, the duties of a person were also explained in front of God, before the neighbor and before himself.

In the second part, we were spent on physical education, saying the words of the textbook, 'per capita about the body''''''''. The students were given detailed recommendations regarding hygiene, treatment of simple diseases and care for patients, clarified the causes of diseases, etc.

In the fourth part, information on the housekeeping, about the sciences, arts, fishery and crafts, which made it possible to prepare schoolchildren to future independent work.

Other textbooks for folk schools were also compiled. For the first time for the school, a textbook on natural science was written -'N perhaps the Natural Story' (1786), which was used in schools to 1828 ᴦ. The author of the textbook, the famous traveler and the natural resource of Academician. Zuev (1754-1794), relied on the principle of scientific and availability of the presentation of the material. The textbook was attached to the zoological atlas, which teachers used as a visual benefit. For the first time in Russian in it, the evolutionary theory, covering the issues of geology, botany and zoology, was clearly revealed.

Professor of Moscow University E.B. Sreechikov (mind 1790) for folk schools was written by'Kratkaya Russian grammar'''' (1787). In the preface to the textbook, the author outlined didactic and methodical recommendations based on the principles of the sequence and communication of the material being studied with life. Teachers were consulted not to encourage children to jar, but using bright examples, clarify difficult places to seek learned material by repetition.

Famous Russian mathematician and physicist, nephew M.V. Lomonosova, M.E. Golovin (1756-1790), a teacher of the St. Petersburg Main People's School, created for people's schools training aids on arithmetic, geometry, mechanics, physics, accompanying them by guidelines and visual benefits. In'kratic leadership for geometry''''' (1786), guidelines were given a methodological guidelines not only to teachers, but also students. The tips of the author students testified to his desire to take into account the age characteristics of children and rely on the principle of visibility.

When studying in all objects, attention was paid to their applied value. For example, when teaching grammar, the ability to compose letters, draw up receipts, accounts; In the study of Nature, attention was paid to knowledge that can be beneficial to man, his health, nutrition, trading; When drawing - what is needed for needlework and crafts.

According to Plan F.I. Yankovich newly opened schools had to contain local authorities, select premises, invite and prepare teacher, to give funds. At the same time, almost nothing was done at the case, from the state treasury did not receive money, there were not enough teachers with a catastrophic: only one teacher seminary was discovered for the whole of Russia at the Main People's School in St. Petersburg (1783), and the other major Schools with the task of preparing teachers for small schools simply did not cope.

In 1786 ᴦ. The teacher's seminary stood out from the Main People's School and became the first pedagogical educational institution in Russia, who released from their walls by the end of the XVIII century. More than 400 teachers and popular schools. Catherine II herself carried out control over the activities of the seminary.

The number of people's schools in Russia was, in general, small: by the end of the century there were 2,88 such educational institutions, in which a little more than 20 thousand children were studied, the girls were only the tenth of Schoolchildren. It should not be misled by the name of 'International'''''''''''i, since the overwhelming majority of children were deprived of the opportunity to learn in these state-owned, on Western European patterns of organized, schools. The children of the noble estate, clergy and part of the merchants studied here.

In general, the attempts of Catherine II organize the enlightenment of the people did not succeed before all, because she tried to mechanically transfer the Austrian model alien to the domestic soil without taking into account the needs and capabilities of his country. The projected plan of the national education was carried out only in part, and the actual folk enlightenment never began. Both the main and small schools with great difficulty were opened almost exclusively in cities. Rural, the peasant population turned out to be practically outside the system of enlightenment. Moreover, in the course of reforms, as unfit old schools were often abolished, which during the centuries somehow gave elementary knowledge to children from a simple people.

This state of affairs could not not cause a sharp opposition to state educational policies. The most brightest representative is at the end of the XVIII century. Was Alexander Nikolaevich Radishchev (1749-1802). He was not a professional teacher, but as an enlightener of the extreme revolutionary direction, paid serious attention to the tasks and ways of the formation of the formation of the Fatherland, Russian patriots, citizens of the Great Russia.

A.N. Radishchev demanded a broad and full-fledged education for children in the Russian Federation, regardless of their class affiliation, since the 'Quiet Sons of the Fatherland should be among the nobles, and among the peasants, and for this and others should receive appropriate education and education. His pedagogical ideas did not receive reflections in any special treatise, they are scattered in such a job, as''slovo about Lomonosov''''''volosti'''''''''''veliya'''''''''''teveraiya from St. Petersburg to Moscow''''Bessed that there is a son of Fatherland''''''suador about labor and idleness'''''l. The printed word was his only means of struggle against the empire, nevertheless, Catherine II called him''Buntovychik worse than Pugacheva''''''.

A.N. Radishchev was a man of a era that went to the change of age of enlightenment. His goal is not to correct the world and its morals by the means of enlightenment, but the noquence of the system where social injustice reigns. For this reason, from its point of view, not just education is required, but the political education of a person, allilaterally prepared for the reorganization of society on the basis of the ideal of justice.

A.N. Radishchev

At the same time, in general, it should be recognized that inXVIII century. In Russia, an attempt was made to create a network of educational institutions - small and major national schools - with unified curricula, a cool-term form of training organization, with uniform teaching methods of training items, uniform textbooks, training teacher and so on. All this served as the basis for creating atxix. centralized state education system. However, thinkers of the XVIII century. A number of ideas about the education and training of a person - a citizen of his fatherland, who became a nutritional environment for the development of the Russian socio-pedagogical movement of the first half ofXIX century were expressed.

Anthology of the pedagogical thought of Russia XVIII century. M., 1985.

Bobrovnikova V.K. Pedagogical ideas and activities M.V. Lomonosov / Ed. N.K. Goncharov. M., 1961.

Voronov A. S. Yankovich de Mirievo. From the life of the People's School of the end of the XVIII century. St. Petersburg., 1858.

Demkov M.I. The history of Russian pedagogy 3rd ed. M, 1913.

Denisov A. P. Leontius Filippovich Magnitsky. M., 1967.

Zhurakovsky G.E. From the history of enlightenment in pre-revolutionary Russia. M., 1973.

Capterev P.F. The history of Russian pedagogy. 2nd ed. Pᴦ, 1915.

Klyuchevsky V.O. Course of lectures in Russian history. T.5. M., 1989.

Knyazkov S.A., Serbov N.I. Essay of the history of public education in Russia to the era of Alexander II reforms. M., 1910.

Latin D.I. The history of pedagogy. Education and education in Russia (X is the beginningXX century). Studies. Manual M 1998.

Lomonosov M. D. On the upbringing and education of M., 1991.

Mikes P.M. Ivan Ivanovich Petskaya. The experience of his biography. St. Petersburg., 1904.

Medinsky E.N. The history of Russian pedagogy from ancient times to the great proletarian revolution. 2nd ed.
Posted on Ref.rf
and add. M., 1938.

Milyukov P.N. Essays on the history of Russian culture. Part 2. St. Petersburg., 1905.

Novikov N.I. Selected pedagogical composure / Sost. Doc. ON THE. Head, ed. prof. M.F. Shabaeva. M., 1959.

Essays of the history of the school and the pedagogical thought of the peoples of the USSR. XVIII - first floors. XIX century / Ed. M.F. Shabaeva. M., 1973.

Essays of Russian culture XVIII century. Part 4 / Ed. B.A. Rybakova. M., 1990.

Posochkov I.T. Testament deceo. St. Petersburg., 1893.

Sychev-Mikhailov M.V. From the history of Russian school and pedagogy XVIII century. M., 1960.

Tatishchev V.N. Spiritual son. Texts of spiritual and admission. Russian class library edited by Chudinova. St. Petersburg, 1896.

Tatishchev V.N. The conversation of two pleasant about the benefits of sciences and schools (with the preface and indication of Nile Popova). ., 1887.

Tolstoy D.A. Urban schools in the reign of Empress Catherine II. St. Petersburg., 1886.

Reader on the history of pedagogy. T. IV. History of Russian pedagogy from ancient times to the great proletarian revolution: in 2 hours / Sost. P.A. Grats. Ch. I. M., 1938; Part 2. M., 1938.

Cherepnin N.P. Imperial educational society of noble maidens. T. 1. SPb., 1914.

Pedagogical views and activity of I.I. Beetsk - concept and species. Classification and features of the category "Pedagogical views and activities of I.I. Bezzky" 2017, 2018.

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Introduction .................................................................................... 3

2.1 Educational house in Russia and the concept of I.I. Beetsk ............ .15

2.2 Women's education in Russia The second half of the XVIII century:

projects Catherine II and I.I. Bezzky (theory and practice) .................. ..28

Conclusion .......................................................................................... .46

List of used sources and literature ......................................... ... 48

Introduction

Ivan Ivanovich Petskaya (1704-1795) - remained in history as a prominent Russian Education Worker, Personal Secretary of Empress Ekaterina II (1762-1779), President of the Imperial Academy of Arts (1763-1795), the initiator of the creation of a Smolny Institute and the Educational House. He also headed the Commission on the Stone Building in St. Petersburg and Moscow.

The relevance of the study of the life and activity of II. Betsky is that he served as an organizer of the educational environment in closed educational institutions of Russia (educational houses, Cadet Corps, Institute of Noble Maidens, etc.) The second half of the XVIII century. During this period, the organization of the educational medium was carried out in the conditions of intensive influence of Western culture, borrowing foreign models of education, adapting them to the domestic realities of this time, as well as the active understanding of traditional national education. The results of the activity of Beetsk affected the subsequent generations of educators: theorists and practitioners.

The study of the activity of Beetsky is part of a more extensive topic, namely the themes of Catherine educational reforms. These reforms were the subject of study of domestic researchers of the XIX - early XX centuries. Among them should be selected A.C. Voronova, V.V. Grigorieva, D.A. Tolstoy, M.I. Sukhomlinova, C.B. Christmas, P.M. Majkova, A. A. Musina Pushkin, A.C. Lappo-Danilevsky, P.F. Capteleva, P.N Milyukova, I.T. Poshkov and others. Projects of these authors revealed the main problems and aspects of the educational policy of the second half of the XVIII century.

A special place in a number of research work on the issues of education and education of the second half of the XVIII century is occupied by works on pedagogical views and activities of one of the largest reformers of the Ekaterininsky environment, mentioned above I.I. Petsky. First work dedicated to I.I. Betchom, reached in 1904 her author, P.M. Mikov, used the available archival materials related to the identity of the reformer, studied the cases of handwritten assemblies of the Governing Senate, the Imperial Academy of Arts, the Educational Society of Noble Maiden in St. Petersburg, the archives of the guardianship councils. Labor P.M. Majkova contains many actual information about the educational environment of closed educational institutions created under the direct influence of Beetsky.

A.C. turned to the problem of closed educational institutions. Lappo-Danilevsky. In his work "I.I. Betskaya and his education system "(1904) contains a critical analysis of the book of P.M. Maikova. Showing the strengths and weaknesses of this work, at the same time A.C. Lappo-Danilevsky contributed to the study of the educational system and practical activity I.I. Petsky.

In Soviet historiography, the educational environment in closed educational institutions was not an object of monographic studies. In most generalizing work on the history of education, various kinds of essays and collective monographs on the history of pedagogy I.I. Bezzka was considered not otherwise as a defender of the feudal-serf system, proclaimed the idea of \u200b\u200bforming a "new breed of people." According to the authors, his ideas served as the tasks of upbringing obedient servants for the "enlightened nobility". Such a position of many scientists persisted almost to the present. Thus, it is necessary to state a loss of a number of undoubted positive provisions on the activities of I.I. Beetsk, identified by researchers at the beginning of the XX century.

From the works of Soviet historians, the works of MT should be highlighted. Belyavsky 1 K.N. Kornilova and others. In which an attempt was made to comprehend the historical issues of educating the younger generation with new methodological approaches.

A new stage of understanding the problem of organizing an educational environment in Russia of the second half of the XVIII century. Located with the democratization of the Company at the end of the 20th century and the orientation of the education of the younger generation on national traditions. From numerous studies dedicated to, for example, closed educational institutions, work should be called V.I. Sealakova, G.I. Magnina, L. Vasilyeva, etc., seeking to free themselves from stamps in determining the educational policy of Catherine and, evaluate the educational vector of this policy in accordance with new methodological approaches. A number of studies were devoted to the formation and development of the ideas of education in the pedagogical thought of the studied period (H. N. Barkova, V. I. Blinov, N. A. Vaulin, A.A. Gagaev, P.A. Gagaev, S. B. Goncharov). Works appeared on individual educational institutions (3.I. Ravkin, CB of sharks) and research of education and school reforms (S.F. Egorov, V.M. Clain, M.A. Kontratyeva, D.I. Latin, A. I. Piskunov). Understanding the fate of the Russian school and the formation of the educational environment of closed educational institutions of Russia the second half of the XVIII century. Property faces Z.V. Viyakova, V.M. Menshikova et al.

Sources for writing this work served:

The document associated with the pedagogical activities of I.I. Bezzky (I.I. Betskaya "General Establishment on the upbringing of both sexes of youth", confmined by Her Imperial Majesty of 1764, March 12);

Essay Z.E. Mordvinova (1914) about the first years of the Smolny Institute. 2.

The purpose of this paper consists in the description and understanding of the historical contribution of I.I. Bezzky in the field of education and enlightenment of the Russian society of the second half of the XVIII century.

Analyze the sources of formation of the pedagogical worldview I.I. Betsky;

Create examples of the origin and functioning of Petsky projects on the example of an educational house and the Smolny Institute.

1. The worldview is I.I. Bezzky

1.1 Biography I.I. Bezzky

I.I. Bezzka was the extramarital son of General Field Marshal Prince Ivan Yurevich Trubetsky, the abbreviated name of which he later received, and probably Baronessa harm. He was born in Stockholm, where his father was in captivity, and a childhood lived there. Having first under the leadership of the father "Preserisday teaching", Bezzka was sent for further education in Copenhagen, to the local Cadet Corps; Then he served for a long time in the Danish cavalry regiment, during the teaching was rebelled by a horse and constantly hurt that, apparently, and forced him to abandon military service. 3.

Traveled for a long time in Europe, and 1722-1726 held "for science" in Paris, where, at the same time, consisted of secretary in Russian after and was represented by the Duchess of John Elizabeth Anhalt-Cerebst (mother of the future Empress Catherine II), which in That time, and subsequently referred to him very graciously (thanks to which there was a hypothesis that Catherine II is his daughter).

In Russia, Petskaya first consisted of a flue-adjutant under his father in Kiev and in Moscow, and in 1729 he decided on the service in the Foreign Affairs College, from which it was often sent as a courier to Berlin, Vienna and Paris as an office. Thanks to the father and the only sister of Anastasia Ivanovna, the wife of Prince Ludwig Gessen-Gomburg, Bezzka became close to the court of Empress Elizabeth Petrovna. On the night of the entry into the throne of Empress Elizabeth (November 24-25, 1741), he was abroad at the sovereign, which at the same time awarded him with the Order of St. Catherine, shot by him. Soon after the Duchess Anhalt-Crebstskaya brought her daughter to St. Petersburg, elected to the heir to the throne, the Great Prince Peter Fedorovich. Bezzka was appointed to consist of a duchess mother, and after his departure from Russia in 1747 he retired, probably due to the registerings of Chancellor Bestuzhev, and went to Paris. four

On the road, the abroad tried, according to his own words, "not to miss anything from the extensive living book of nature and everything was visible, expressive all sorts of books learning to learn all important information to the great formation of the heart and mind." 5 This time, the border of Beetskaya lived for 15 years, mainly in Paris, where the secular salons attended, the acquaintance with the encyclopedists and by conversations and reading learned his fashionable ideas, for example, educational theories.

Emperor Peter III at the beginning of 1762 caused Bezzky to St. Petersburg, made him in Lentar General and appointed chief director of the office of buildings and houses of His Majesty. In the coup on June 28, 1762 (the overthrow of Peter III), Bezzka did not take part and about the preparations for him, apparently, did not know anything; Maybe because it has always been indifferent to politics in his own sense.

Catherine II, who knew Betsky from the very arrival of his own to Russia, brought him closer to himself, appreciated his education, elegant taste, his grave to rationalism, on which herself was built up. 6.

In general, the states of the State Betskaya did not interfere and there was no influence on them; He launched a special area - educational.

By decree on March 3, 1763, the Beetsk was entrusted with the Office, and in 1764 he was appointed president of the Academy of Arts at which he made an educational school.

On September 1, 1763, a manifesto on the establishment of a Moscow educational house according to the plan, compiled, according to the same data, Beetsky himself, according to another - Professor of Moscow University A.A. Barsov, according to the directions of the beetk.

According to Petsky's thoughts, the "Educational Society of Noble Maiden" was opened in St. Petersburg (subsequently Smolny Institute), entrusted to its main care and leadership.

In 1765, Betska was appointed chief of the landlocked hull, for which the charter was tired on the new principles.

In 1768, Catherine II produced Petsky in the Chin of a valid secret advisor.

In 1773, according to the Plan of Betsky and the means of Prokopiya Demidov, an educational commercial school was established for merchant children.

Having drew the leadership by all educational and educational institutions, Catherine gave it large wealth, a significant share of which he gave to the affairs of charity and, especially to the development of educational institutions. According to the model of Moscow, Petskaya opened the educational house in St. Petersburg, and with it, it established a widow and the preserved treasury, which was based on generous donations made by him.

In 1773, the Senate at the solemn meeting broke the Beetskom to be knocked out in his honor, for the establishment of scholarships in 1772, a large gold medal, with the inscription: "For love for the Fatherland. From the Senate on November 20, 1772. "

Considering, except for educational, observation of the official buildings, as director of the office of buildings, Betskaya cared for the decoration of St. Petersburg; The monuments of this activity preserved: the monument to Peter the Great (Falconeta), the lattice of the summer garden, the Nevsky Bridge and granite embankments of the Neva and Channels. 7.

By the end of the life of Fetsk, Catherine, cooled to him, deprived his title of his reader. In her opinion, "Betskaya gave himself to the glory of the state" - it is possible to think that the cause of cooling was rooted in the confidence of the Empress that Betskie only attributes to the merit of educational reform, meanwhile as Catherine and herself claimed a significant role in this matter.

Petskaya buried in Alexander Nevsky Lavra. At his tombstone monument, medallions depicted with the image of the medal "For love for the Fatherland" and the inscription "What deserved your useful days will be a monument and in the later century QUOD AEVO PROMERUIT, AETERNE OBTINUIT."

1. Pedagogical views of I.I. Betsky

As a culprit and chief investigator of the pedagogical reform in Russia, the second half of the XVIII century, Bezzka was flared by the idea (prompted by the encyclopedists and J. Rousseau) about the possibility of creating a new breed of people who were more capable of perception began to be European civilization, but also overlooked to Russian soil, but far from the Russian society. eight

Catherine II, who was as much as Betskaya, a student of "educational philosophy", imbued with the same mental interest with him, could not not sympathize with this bold and grand idea and gave the bezzom extensive means for its implementation.

These ideas were based on the "master of education", conceived Catherine at the nearest participation of Betsky. Recognizing the power of upbringing, which "is given by the new Being and produced a new rhodium of subjects", Betskaya laughed at the state the duty to educate the people and from the new pedagogical system was expected to eradicate the two main shortcomings of the previous one: one-sidedness of special education and disregard for the moral principle in the development of human abilities. According to the thoughts of Ecyclopedists, Rousseau, Catherine and Beetsky, one teaching is powerless to produce truly useful citizens: besides enlightening the mind of science, the heart is needed. This moral element should occupy the first place in the upbringing: admonition of students should be preferred to their successes. nine

Work description

The worldview is I.I. Petsky ................................................... 7.
Biography I.I. Beetsky ......................................................... 7.
Pedagogical views I.I. Betsky ....................................... 10
Activity I.I. Bezzky .....................................................15

The purpose of this paper consists in the description and understanding of the historical contribution of I.I. Bezzky in the field of education and enlightenment of the Russian society of the second half of the XVIII century.
Tasks:
- Analyze the sources of formation of the pedagogical worldview of I.I. Betsky;
- Create examples of the origin and functioning of the projects of Beetsky on the example of an educational house and the Smolny Institute.

The content of the work

Introduction .................................................................................... 3.
The worldview is I.I. Petsky ................................................... 7.
Biography I.I. Beetsky ......................................................... 7.
Pedagogical views I.I. Betsky ....................................... 10
Activity I.I. Bezzky .....................................................15
2.1 Educational house in Russia and the concept of I.I. Beetsk ............ .15
2.2 Women's education in Russia The second half of the XVIII century:
Projects Catherine II and I.I. Bezzky (theory and practice) .................. ..28
Conclusion .............................................................................. .46
List of used sources and literature ......................................... ... 48

A very important educational enterprise implemented by Catherine II with the active participation of Betsky was the establishment of an average female educational institution, which marked the beginning of serious and systematic female education. According to the example of the institute based on it, other institutions arose, and from institutes, with some changes, women developed women's gymnasiums.

Before Catherine II, no one cares about any serious formulation of female education, the number of competent women was negligible. In the secured families, the formation of girls was family, and with gradual rapprochement with the West and a tide on Russia, private women's foreign pensions have arisen. Both family and pension education were few satisfactory. Of course, a separate family living in the province, hire good teachers was not only difficult, but also simply impossible; In private foreign guesthouses, they were taught very badly, as foreigners, containing guesthouses and trained in them, in the enormous majority were not just not teachers, but also ignorant and even immoral people. According to the secretary of the French Embassy of the La Messeler (his notes about staying in Russia belong to 1757-1759), in most of the most weights in the Embassy of the French and Frenchwoman, which brighted in Russia for the education of the youth, were running out of France and hiding from Police deserters, bankrupt, lord of both sexes. I. I. Shuvalov, the founder of Moscow University, told that he wrote out for the Cadet Corps eight French-Lakeev and they were all divided by teachers at home. Under such conditions, the establishment of Catherine of two large government educational women's institutions: one - for nobles and the other - for the boss - was a matter of major historical significance.

When establishing female educational institutions, as well as in male transformations, Catherine pursued a grand state challenge - to renew Russia by creating a new generation of people who, without having the deficiencies of the previous generations, would improve life and enjoy happiness. Therefore, women's Ekaterinin schools were alien to professionalism and in the foreground put the development of pleasant public properties - graces, greasiness, the ability to speak and rotate in society, they sought to give good upbringing of feelings and report some knowledge. In their details, the organization of women's educational institutions was taken by Catherine from France, from Saint-Sira School, more precisely - from the first time of the existence of this school. It was from there that were borrowed: early withdrawing children from families and transfer them to the institute, compulsory and long-term stay of children at the institute without the right to return to the family at least for the most short time, fully secular and even a few entertainment nature of education and education (dancing, declamenation, Theatrical performances, poems, evenings), division into ages and some other particular. It goes without saying that at the Institute, as a teacher and widels, there were many foreigners, even economies, an accountant and the Swiss were foreigners. Foreign languages \u200b\u200bwere the main subject of study, even French were trying to make the language of teaching various subjects, such as physics, from a Russian teacher demanded knowledge of foreign languages \u200b\u200band translations on them. In addition to foreign languages, the institute was taught the following items: the law of God, Russian, arithmetic, geography, history, poem, architecture and heraldry, drawing and miniature, dancing, music vocal and instrumental, sewing and knitting all kinds, all parts of the economy. The study of history has connected with moraling and with the study of the receptions of the "secular passage"; The training of arithmetic was recognized as necessary "for the content to continue in the proper order of the home economy." Other parts of mathematics, except arithmetic, was not faced, as well as natural science. The female institute was a strict noble institution and represented nothing more than a female hash cell. The Charters of the Women's Institute and the Slyham Corps written by Beets were very similar to the main pedagogical ideas.

Along with the institution for the upbringing of the nobility - it was called the educational society of noble maidens (1764) - a establishment was established for the meshchanok, with a more limited training course, with the elimination of "secular virtues", which are not necessary for the boss, but with the formulation of the school in the spirit of the main Beetsky ideas. The virgin's brought up in the Meshchansky school was preparing for the "Economic Service" and at the end of the course received all the advantages and liberation assigned to the Meshchansky pupils of the Academy of Arts.

Literature

1. Ivan Ivanovich Petskaya. Mikes P.M. St. Petersburg., 1904. GL.II.

2. Pedagogy historical in Russia: Reader / Sost. Egor Egorov - M.: IC "Academy" .1999.

3. History of pedagogy: uch. Address for St-Tov Ped.in-Tov / Under Red Shabayeva M.F. - M.: Enlightenment. 1981.

4. History of pedagogy and education. From the origin of education in primitive society until the end of the XX century: a study guide for pedagogical educational institutions / Ed. Academician Rao A.I. Piskunova, 2001. - 512 p.

Ivan Ivanovich Betskaya (1704-1795) was a professional teacher who was educated abroad, where, under the influence of the ideas of the French enlighteners, he was formed as a thinker and a learner of education. I.I. Betska fully shared the idea of \u200b\u200bCatherine II on the need to upbringing the "new breed of people" in closed educational institutions of a class.

I.I. Petska was the extramarital son of Prince I.Yu. Trubetsky, born in Stockholm and worked for many years in Paris. His pedagogical views were formed under the influence of Ya.A. Komensesky, D. Lokka, J.-zh. Rousseau, D. Didro and other progressive teachers of Western Europe. It was Him Ekaterina II instructed to create a system of educational institutions in Russia, primarily for noble children.

In the document "General Establishment of Education of both sexes" (1764) and labor "Short guidance chosen from the best authors, with some physical notes about raising children from birth to the youth" (1766) I.I. Bezzka outlined his views on the comprehensive education of the "ideal" nobles. It was in the upbringing that he saw "the root of everything evil and good"; It must be a kind of nature of children, to develop in them the qualities of personality as courtesy, decency, hard work, the ability to control themselves and knowledge of "house-building". Education without education, according to his conviction, only harms the child's nature, spoils him, disgusts from virtue.

The optimal form of organizing education and appropriate learning, in his opinion, children should be closed with 5-6 years and to be in it until 18-20 years. Throughout their stay in an educational institution, children should be isolated from environmental exposure, even from relatives. In this way, it was assumed to raise the "new fathers and mothers", and those, in turn, had to raise their children not on the basis of old traditions, but on the basis of pedagogical feasibility.

Plan for the creation of the state system of education, according to Catherine II and I.I. Beetsky, began to be implemented with the creation of the School at the Academy of Arts (1764), educational houses in Moscow (1764) and St. Petersburg (1770), the educational society of noble maidens in St. Petersburg (1764) and the commercial school (1773). Each educational institution had its own charter, which was common for whom: the prohibition of corporal punishment and intimidation of children, an individual approach in assessing the abilities of each student, the orientation of the whole pedagogical activities to solve the tasks of the development of the unique student's personality.

However, the absence of specially trained teachers in Russia, there is almost all the good intentions of I.I. Petsky. Attempting the invitation of teacher's personnel from abroad did not change the situation. Special disappointment brought him the activities of educational houses for the uplift and illegitimate babies, which, according to the plans of Catherine II and I.I. Beetsky, they should have been brought up here, receive primary education and professional training in workshops, where his idea was to be implemented about the superiority of education.

In such educational houses, according to the ideas of I.I. Bezzky, children under 2 years old have to be on the care of nannies and bodies, further - up to 7 years old boys and girls raised together should have been taken to easy work, under 11 years old - to go for 1 hour a day to school, learning reading and God's law. The boys work included knitting stockings, caps, networks, work in the garden. Girls were engaged in spinning, weaving lace. Up to 14, continuing to engage in various crafts, children should have learned to count, write, draw, acquaint Xia with elements of geography. On this, their education should have completed.

However, ideas I.I. Petsky diverged with reality. In the state of affairs in the Moscow educational house in 1755, he wrote that none of the educational and educational tasks had been solved here again due to the extreme incompetence and korestolubia of educators and masters.

It was no better about the school for boys at the Academy of Arts. According to the Charter in the school there were three classes for three years of study in each. Here they were taught Russian diploma, foreign languages, drawing, arithmetic, geometry, history, geography, mythology. Graduated school, withstanding the exam, entered the Academy of Arts or engaged in practical activities in their specialty.

In 1772, visiting the school, I.I. Bezzka with disappointment wrote that he did not find the spirit of high enlightenment here. Similarly, they were characterized by the activities of the School at the Academy of Sciences and transformed on the basis of the new pedagogical ideas of the landlock housing. A wide range of general educational disciplines did not contribute to the moral development of pupils, the technique "to keep children playing and with his nice", as he called it, did not lead to due education, and his entire humane theory of upbringing in practice was insolvent.

The only successful activity of the educational society of the noble maidens of the Smolny Institute, which marked the beginning of women's education in Russia. In 1764, in all provinces, provinces and cities were sent to the Imperial Decree "On the upbringing of noble maidens in St. Petersburg at the Sunday Monastery", which was called Smolny in everyday life. According to the Decree, every nobleman could give his daughters to educate this institution.

Actually the name "Society of Noble Devinces" was enshrined in one half of this educational institution - Nikolaev Half. The second half of Half was called the Alexandrovsky School.

At the Nikolaev half took subsidiaries of hereditary nobles, having a rank not lower than Colonel or Stat adviser, and at the Alexandrovskaya - daughters of small nobles from the rank of headquarters, a titular adviser to Colonel, a college adviser, 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 Meshchansky class, where they were preparing future teachers and educators (1765).

The principles of the data and closetness of the upbringing were observed here very strictly. Pupils-nozzles were combined into age-related classes that worn their clothes as a sign of differences. Young girls (5-9 years old) worn brown dresses, they were called "coffeemen"; Girls of adolescence (9-12 years old) dressed in blue dresses, from 12-15 years old - in gray, and in 15-18 years old went to the classes in green, on balls - in white dresses.

Reception in the first age class was to be held, according to the initial design, once every three years. Within 12 years of training, parents did not have the right to take their daughter home. The learning content was developed taking into account the pedagogical innovations of that time and included the study of Russian and foreign languages, arithmetic, geography, history. We also trained poems, musice, drawing. In practice, only languages \u200b\u200bare seriously studied French and German.

An important task of educators was a teachment of pupils to reading primarily the edge of the French novels, which should awaken the love of hardworking, a source of all kind of good, to bring up compassion to the poor. For aesthetic development in the Smolny Institute in the 1770s. Functioned amateur theater, where the plays of famous Russian playwrights were put, for example A.P. Sumaro.

The Meshchansky branch at the Smolny Institute has become a source in Russia to prepare teachers. Here were preparing teachers both for the institute itself and home teachers-educators. From the 90s. XVIII century Some nobility girls also began to study at this department.

Preparation of "ladies-teaching" and educators for Russia of the Ekaterininsky era is very significant for Russia, because at that time the private pensions were dominated, where foreigners were taught, who did not have pedagogical education, often teaching only the language, manners and dances.