Old Russian school description. The origin of the Russian school and the history of the Russian school uniform

Every year, schoolchildren sit down at their desks to “nibble on the granite of science” again. This has been going on for over a thousand years. The first schools in Russia were fundamentally different from modern ones: before there were no directors, no grades, or even a division into subjects. the site found out how the training took place in schools of past centuries.

The lessons of the "breadwinner"

The first mention of the school in ancient chronicles dates back to 988, when the Baptism of Russia took place. In the 10th century, children were taught mainly at the priest's house, and the Psalter and the Book of Hours served as textbooks. Only boys were admitted to schools - it was believed that women should not learn to read and write, but do household chores. Over time, the learning process has evolved. By the 11th century, children were being taught reading, writing, counting, and choral singing. “Schools of book learning” appeared - original ancient Russian gymnasiums, whose graduates entered the civil service: scribes and translators.

At the same time, the first women's schools were born - however, only girls from noble families were taken to study. Most often, the children of feudal lords and the rich studied at home. Their teacher was a boyar - "breadwinner" - who taught schoolchildren not only literacy, but also several foreign languages, as well as the basics of public administration.

Children were taught to read and write. Photo: Painting by N. Bogdanov-Belsky "Oral Account"

Little information has been preserved about the Old Russian schools. It is known that training was carried out only in large cities, and with the invasion of Russia by the Mongol-Tatars, it generally stopped for several centuries and was revived only in the 16th century. Now the schools were called "schools", and only a representative of the church could become a teacher. Before starting a job, the teacher had to pass the knowledge exam himself, and the acquaintances of the potential teacher were asked about his behavior: cruel and aggressive people were not hired.

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The day of the schoolboy was not at all the way it is now. There was no division into subjects at all: students received new knowledge in one common stream. The concept of change was also absent - during the whole day the children could only break once, for lunch. At school, the children were met by one teacher, who taught everything at once - there was no need for directors and head teachers. The teacher did not grade the students. The system was much simpler: if the child learned and recited the previous lesson, he received praise, and if he did not know anything, he would be punished with rods.

Not everyone was taken to school, but only the smartest and most savvy guys. The children spent the whole day in the classroom from morning to evening. Education in Russia took place slowly. It is now that all first graders can read, and earlier in the first year, schoolchildren learned the full names of the letters - “az”, “beeches”, “lead”. Second-graders could put intricate letters into syllables, and only in the third year did children know how to read. The main book for schoolchildren was the primer, first published in 1574 by Ivan Fedorov. Having mastered the letters and words, the children read passages from the Bible. By the 17th century, new subjects appeared - rhetoric, grammar, surveying - a symbiosis of geometry and geography - as well as the basics of astronomy and poetic art. The first lesson according to the schedule necessarily began with a common prayer. Another difference from the modern education system was that children did not carry textbooks with them: all the necessary books were kept at school.

Available to everyone

After the reform of Peter I, a lot has changed in schools. Education acquired a secular character: theology was now taught exclusively in diocesan schools. By decree of the emperor, the so-called digital schools were opened in the cities - they taught only literacy and the basics of arithmetic. The children of soldiers and lower ranks went to such schools. By the 18th century, education became more accessible: public schools appeared, which even serfs were allowed to attend. True, forced people could study only if the landowner decided to pay for their education.

Previously, there was no division into subjects in schools. Photo: Painting by A. Morozov "Rural Free School"

It was not until the 19th century that primary education became free for all. Peasants went to parochial schools, where education lasted only one year: it was believed that this was quite enough for serfs. The children of merchants and artisans attended county schools for three years, and gymnasiums were created for the nobles. The peasants were taught only to read and write. Philistines, artisans and merchants, in addition to all this, were taught history, geography, geometry and astronomy, and the nobles were prepared in schools to enter universities. Women's schools began to open, the program in which was designed for 3 years or 6 years - to choose from. Education became public after the adoption of the relevant law in 1908. Now the school education system continues to develop: in September, children sit down at their desks and discover a whole world of new knowledge - interesting and immense.

31.08.2016

On the eve of Knowledge Day, WE decided to ask our parents about their school days and young parents about what a schoolboy looks like today.

SOVIET SCHOOLBOY

- Stationery was the same for everyone. In the early days, students wrote with ink, so a special sheet, a “blotter”, was enclosed in each notebook, which quickly dried the ink and prevented it from smearing. Plastic rulers were considered a curiosity in some schools. Another attribute of the Soviet schoolchild is the sleeves, which were worn during labor lessons or while writing, so as not to soil the sleeves and wipe them.

Source: livejournal.com

The students had a strong sense of patriotism. Being in the Komsomol is a pride for a child. To get into the Komsomol, the children underwent a rigorous selection: excellent academic performance and knowledge of the charter. Many children could be upset to tears if they did not pass the selection.

- The appearance is strictly standardized: a strict dress with a black apron on weekdays and a white apron on holidays, bows, rough but high-quality shoes, jackets with a regular or stand-up collar. Perhaps there was a variety of clothes in the city, but in rural stores, if the size approached, then the seller immediately wrapped the purchase and gave it to the buyer, since there was no point in choosing from something. Sports shoes for the students were not sneakers, but only sneakers.

Source: nnm.me

- The Soviet school provided its children with almost everything. If the students lived far from the school, they were often settled in a boarding school, where they were provided with everything necessary, sometimes milk and buns were given to the students for free, the gym was equipped with all kinds of equipment.

— Schoolchildren were more involved in sports. The system set strict requirements for children, and they, in turn, were more willing to comply with them.

MODERN SCHOOLBOY

— The child is now in an unimaginable thick of information, which is why today's teenagers and children are more advanced than their parents at their age, smarter and more purposeful. They can already clearly articulate how they see themselves in the future. In part, this situation is dictated by tougher competition and developed motivation.

“A student now has a huge choice. This applies to everything from the picture on the cover of a notebook to the teaching system.

Source: altaynews.kz

- Now children are less independent, as parents take care of them more. Moms and dads devote more time to their children, which cannot be said about the times when parents disappeared at work.

- In terms of school uniforms, now each school can show individuality. Red jackets, grey-green waistcoats, badges with a coat of arms - these signs can be used to find out which school a child is studying at. In other cases, schools adhere to state standards: white top, dark bottom.

Source: liter.kz

- The development of technology, of course, could not but affect the appearance of a modern student. Abstracts are now written exclusively on a computer and using the Internet, equations are solved on advanced phone applications, and schedules and cheat sheets are transmitted via WhatsApp and VKontakte. This could not but affect the health of children: many of them, before reaching the age of 17, already have problems with vision or posture.

What can you say about modern and Soviet schoolchildren?

We thank Kuanysh Dzhumataev, Yulia Goncharova, Madina Baibolova, Aliya Nurguatova, Yerbol Nurguatov, Elena Shikera, Gulzira Abdraimova, Damesh Misheleva, Zaira Mukhamedzharova and Altynshash Uspanova for their help in creating the material.

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There is a point of view that the desire to return the program of the Soviet school is nostalgia for youth, when the grass was greener and water was sweeter for three kopecks. It seems to me that if it were possible to provide in a modern school the conditions that existed in good (! - not all schools were good, but there were many good schools) schools, the number of dissatisfied would be reduced to a minimum. So it's not about nostalgia. I will try to enumerate the features of the modern school - no matter what standard it is compared to: Soviet, pre-revolutionary, Neanderthal, whatever.

1) The program is far behind in age. A 4-year elementary school program was introduced to create a "zero" grade. The age of the first class was returned to 7 years, and the program remained for the senior group of the kindergarten - and continues to be simplified. In the 1920s and 30s, in the first grade, even in rural schools, they counted up to a hundred and ended the year with the rudiments of multiplication. Today they are finishing the first class with the task “Lena had 6 dolls, how many dolls did she give away?” (see Moreau's textbook) What kind of eight-year-old child is this task designed for?! The whole program is focused on developmental delays, normal children by the end of grade 4, without straining their brains even once, come out as ideal and hopeless mental lazybones. Moscow International Gymnasium in Perovo (city school), grade 1 - children read ... "Teremok". Then we passed the "Turnip". In the second grade they read The Fox and the Crane.

2) The horizons of a child in elementary school are narrowed down to the world of a three-year-old: you need to love your mother, you need to love animals, it’s fun to walk together. Dictation about the rivers of Siberia, poems about war heroes, stories about military and civil feat and childhood experiences (what happens if you lie, are greedy, behave uncomradely) were removed from the program - instead of Zhitkov, Aleksin, Alekseev, Mayakovsky, Dragunsky - endless Charushin (Bianchi is too difficult). The absence of children's organizations and clubs (for example, search groups in school museums) also contributes. Again: you don’t like the Soviet school, let’s take a gymnasium - the tasks were full of names of cities and goods, trains went from Moscow to Torzhok, and not endless identical dolls sat on shelves and in boxes, as in today’s textbooks. Ushinsky wrote that for a good teacher, each task is an entertaining encyclopedia. Today, nine-year-old children do not know how many kopecks are in a ruble - some say sixty, some say ten. Do you understand that these are retarded children? It's not that today they are lagging behind in development, but tomorrow they will become academicians - that's it! they will not become academics. A couple more years of such a life - they will no longer become engineers.
And how many children in general can be counted in the class, carried away by some of the subjects and dreaming of the corresponding profession?

3) The attitude towards the student in the Soviet school and pre-revolutionary gymnasium was demanding, but automatically - respectful, as to a whole little person. And the little man sounds proud. In a modern school, primary school students are “children”, “dolls”, i.e. "little idiots" They must not be upset and must be entertained in the most base way. I studied - there were no questions: the text in English must be read 10 times. Today, try to say that you need to read it at least five times - moms are fainting "how can you torture children like that?" How are we alive? In the 70s - in each class - one or two works of classical English literature, from the 6th grade - without editing, just with comments ("Alice in Wonderland", fairy tales by Kipling and Oscar Wilde - two volumes in whole, "The Call of the Wild", Lorna Doone, Little Women, Six Weeks with the Circus, Incredible Journey, Stuart Little). Imagine how much you had to look into the dictionary on the page, all the books were written with a pencil or pen. And now in the first grade, it turns out, you can not write more than three lines a day. The kids are tired. In the lesson - there are three lines in the copybook, there is no homework - you can’t do homework at the age of 7, children are still small.
Here is the result - they treat themselves accordingly, they do not respect themselves. There is stupid aplomb, self-esteem (not to mention the efficiency of purposefulness) - no.

4) The same type of tasks that do not require the work of the brain. When I studied, the program at school was designed in such a way that, after going through the material, the student would be able to use it. When simplifying expressions with polynomials, the efficiency of the solution was evaluated - i.e. you could simplify, however, if you chose the clumsy, long path, the score was lower. Modern seventh graders go through the square of the sum - solve examples for the square of the sum, go through the following formula - solve examples for it. At the end, three examples will be given for mixed use, no one will solve them - well, okay, all the fives got when solving according to the model. Also in the Russian language - they passed the rule - they inserted letters into the corresponding words in a printed notebook: there are no complex dictations, no expositions, nor - God forbid - essays. In MMG, our children wrote their first essay in the 6th grade - “description of the room” - in their native language! not foreign! Let's take another tsarist gymnasium - interest rates have passed - if you please, now solve a whole section of problems on the profitability of bills, and not just "you need to divide by a hundred and multiply by a number."
The whole program is divided into formal steps, within which tasks must be done according to the samples. It is very convenient for teachers to check, there is no need to prepare for lessons. But it's so easy to check the teacher's work - to conduct tests not at the school level, but at the district and city level and give assignments in which the passed rules will be only elements for combinations. In English - do not say the text by heart, but tell about a similar object (give a story in pictures with a boy or girl’s day and the time on the clock - 16, 20, 30 options for such a day with alternating classes in the pictures - and hear if the student really speaks on this topic).
I give 30 students in grades 8-9 from different schools (excellent students, good students - a group of artists) the task of constructing a segment of the length of the square root of five. Nobody could decide! For some, the root of five is twenty-five. The most popular fun puzzle was the application of the Pythagorean theorem for high school.
In the fifth grade, she asked me to stage the two indicated events by the ready dates: the construction of the Assumption Cathedral in Vladimir and the baptism of Russia. “And we,” they say, “have not gone through this!” These children don't even have the creeps to turn on their heads.

5) In addition to the formalization of knowledge in textbooks, many definitions and rules have been added, it is not known why they are inserted there, often postulating elementary things, with the understanding of which there have never been problems. As, for example, the following abracadabra for memorization appeared in the Russian language textbook for the second grade:
“In the same part (at the root) of the same word and in words with the same root, a consonant sound paired in deafness-voicedness is indicated by the same letter.”
Or was it clear to everyone what the word being checked was? So what? You never know what is clear, you need to come up with a definition, put it in a textbook and memorize it:
“A word to be checked is a word that checks the spelling of a letter denoting a consonant paired by deafness-voicedness at the end of a word or at the root before another paired consonant.”

6) The use of speech is kept to a minimum. Compositions, presentations, reports on the topic (except for abstracts printed by parents or copied paragraphs), discussion of literature have sunk into oblivion. The use of notebooks on a printed basis makes not just writing - speech unnecessary. I look in the Russian language textbook for the 2nd grade of a three-year-old - on each page of the task “finish the story”, “complete the sentences”, “answer the questions”, “make questions”, “read the verses aloud and write them from memory”, “rewrite the sentences, choosing the right word according to the meaning”, “write down the sentences, opening the brackets and putting the words in the right form”, etc., etc. - all 178 pages of the textbook. I had no idea how many statements we had to generate on our own in our native language. But it's the teacher's job to do! Listen, check written - but who will refuse printed notebooks now?

7) Thoughtless gadgetization of education under the invariable sauce that education should go forward. Where should it go next? To learn how to write, you still need to write, and not look at pictures on a computer. All homework in the second grade is to click on the desired letter in the names of 8 vegetables. And nothing in the notebook. And at the lesson, they handed out macs, typed a sentence with one finger, sorted out its structure and assembled macs. It was a Russian lesson.

In order to count - you will not believe it - you need to count and communicate with the objects of the account, and not go into the virtual from the real. Good teachers brought jars of beans to the classroom and made them sort through the beans while counting, laying them out, because mathematical representation is a representation of objects, including tactile and visual. (Mathematics is subjective, which is why word problems with situational conditions thrown out of textbooks are so important.)
Education must go forward in the sense that it is necessary to come up with new ways to make children THINK, make mistakes, achieve, and not repeat and shorten texts under different pictures, because it is difficult for children to read to the end.
The time of becoming a personality is the time when it is necessary to actively get acquainted with all the facets of the object world, and not abstract it with a two-dimensional identical screen. (Not counting the fact that our teachers are increasingly replacing any real learning process with the use of a computer - when you can sit in the back desk instead of teaching while the children "work with the computer").
The psychological priorities of primate learning are such that the most active way to gain experience is to repeat after comrades, communicate and discuss.

8) There is no system of alternative schools. "Gymnasiums" actually have the same level of curriculum as ordinary schools, even those that were created on the basis of old specialized schools. The only difference is funding. You can go to study at the gymnasium - and just like at school in your own yard, learn to count to 100 for the first three years. The programs of the “English” “special school” have been completely destroyed: reading English literature every year for 1-2 classics, tasks for texts in the amount of 35 questions, 30 sentences per exercise (and exercises for the text - at least a dozen), mandatory English matinees and evenings of English dramatization, newspaper reading, listening, etc. - and all with the appropriate district and city checks. In modern "gymnasiums" they study using the same Russian textbooks as in "non-gymnasiums" (according to longer versions), they do not use any audio and video materials (once every six months, perhaps), there are no auditions for listening comprehension at all, there are at least presentations and essays , lexical minimums by topics - they seem to have forgotten about this in general, they just hammer the corresponding texts by heart.
So, in “Soviet times” - no, I’d rather say “during the time before the collapse of the school” (it doesn’t matter, Soviet, tsarist) - there were guaranteed schools where students were required more: English, physics and mathematics, biological. Elitism was determined not by special care for students, but by the level of requirements. Pupils had to study a lot, they were periodically expelled (asked to leave) - for their behavior and poor progress. Special schools trained hard-working, responsible people, who almost entirely comprised the faculties of universities and, accordingly, the scientific environment. It is a myth that you can somehow study for ten years and then become a scientist. However, some of the "yard" schools were also very good - a smart teaching team crept up. Of course, there were also bad schools in the country.
Now read the reviews of former "special students" about the "gymnasiums" created on the basis of their native schools: "there is no school left, only teachers' grayness." A child who is ready to work for real: write reports and essays in elementary school, read Gerald Durrell, Conan Doyle, Jules Verne, Mayakovsky, perform actions with numbers within a thousand in the second grade (as it was in 20s in ALL schools), - there is simply nowhere to go.

9) The rules of conduct are forgotten at school. Discipline is an important part of the learning process. Knowledge is not acquired in bedlam. It's very simple: a well-mannered child should be friendly, neat, in a conversation - look at the interlocutor (especially if the interlocutor is a teacher), and not at the game console, you can't run in the school building, you can't come in clothes that expose inappropriate exposure in a public place body parts, phones must be turned off during the lesson, etc. If there are rules and there is a desire to maintain them, teachers first of all! -Children learn decent behavior. If an adult doesn’t give a damn, conversations begin that these are children, that there are no opportunities, etc.
Today, the teacher does not even have an idea of what he should be, a good student. She only has a desire not to get involved. Of course, after a good gift from the parent committee, will there be a desire to conflict?
What kind of talk is this that girls at school are not banned from using cosmetics? There are great schools where girls are not allowed to come with makeup - and the girls in these schools are alive and well, wearing makeup on dates and discos, and they also understand that there are places where the use of makeup is inappropriate.

The lack of discipline in the school is partly explained by the corruption and helpfulness of the teaching staff, partly by the laziness and indifference of adults, partly by the loss of standards and their own inability to behave, partly by the fact that many adults were “on the sidelines” in their youth and now prove to themselves and others that in fact they are extremely liberated and do not force others.

But it's so simple: there are rules, children must follow them, adults must follow the children and demand from them.

10) The school should be a center of culture, but in fact it instills low, marginal standards. It would not be so terrible if some other center of culture existed in the lives of millions of Russian schoolchildren.
There are entertainment and activities that are suitable for the family circle, if activities are suitable for a party at the office, there are those for a drunken group of friends, and there are those that are acceptable at school. It's all not the same thing.
The task of a school event is not to provide schoolchildren with such entertainment as they want (parents in the family circle can do this), but to accustom children to such a pastime so that they can enjoy not only “corporate parties” with a lot of alcohol and “spicy” . You need to understand that bowling with a bar is for a team of friends outside of school, and a quiz “What? Where? When?" - for a school holiday. (And you don’t have to say in advance that a quiz is not interesting - especially if you have never had such quizzes. You should set yourself the task of making the most interesting cultural school events.)
It must be understood that the school should promote reading - despite the fact that children do not like it, not social networks.
Families that do not allow entertainment through the Comedy Club should not be placed in such conditions that it is unpleasant to let the child go to a party at school (or school in general). Rules must exist and be followed so that teachers who violate them are held accountable, not to mention delegating decisions about extracurricular activities to illiterate parents.
During breaks at school, they turn on the TV so that the children are not naughty. There is a TV on the extension, a TV is on in the foyer of the school - I take the child with wandering eyes and impressions of second-rate cartoons. There is a TV on the extension, children sit in front of it and play their consoles and phones. What is this school? How can you leave a child here? (By the way, a school of urban subordination should have been an example.) I come to pick up the child from the last lesson - he finished work ahead of time and sits at the back of the desk playing someone else's phone in class, the teacher sees that she has nothing to do, if only she doesn’t interfere .

11) Lack of control over teachers.
Indeed, teachers have become service personnel rather than mentors. Their own children sit at electronic games for hours, do not read books, do not shine in schools - this is the teacher's idea of a normal child. She herself does not have enough stars from the sky, she studied at a very high school and there is no one to tell her that in this school, in the one she works, children at the age of 10 read Sherlock Holmes and Jules Verne indiscriminately. She herself has not read The Children of Captain Grant and is not able to read it to the end. She got hooked on pictures in the computer, forgets to check notebooks, forgets to announce about the Olympics - but she cooked a new presentation at powerpoint all night, there are photographs of bears and entertaining information that the bear sleeps in winter (for third graders). But she has ensured that the inscription appears smoothly.
In a good school - I'm not sure that such a teacher should exist - but if it exists (given that teachers of elementary grades are a teacher's college, not a higher education at all) - there should be rules so that students do not suffer from the level of development or labor relaxation of teachers. Checkers should be present at the lessons from time to time, there should be responsibility for mobile phones that work in the middle of the lesson for half of the class (not to mention electronic games in the lesson), for bedlam in the locker room, for lost notebooks.

12) Material question. Raising the salaries of teachers in Moscow reduced, rather than improved, the quality of the teaching staff: the work became attractive. Now would-be accountants, secretaries, sales floor managers are considering the teaching path as an acceptable option - and this is a completely new contingent. In combination with pedagogical colleges instead of a teacher training university (3 years - and you are a primary school teacher, and even with in-depth training in the field of English or computer science! - and it is by no means a fact that there are only good marks in the certificate) we get a standard teacher position yesterday's three-year-old, a girl from Contacts, who during her working day is one and a half times shorter than the average for the country, and during holidays two and a half times longer than the average, receives additional payments for mugs and additional ones, gifts from her parents, as well as a full lack of control from the administration and education department.
The ability to manage finances instantly turned most of the directors into thieves and bribe takers, gaining parallels twice as many as the school is designed for, introducing incredible paid circles and classes, shielding themselves from parents by security guards and secretaries, tied with criminal ties to their own teachers and higher-ranking employees department.
* * *
So I admit, there are indeed occasions for nostalgia.
When I, as a child, went to school, there were three specialized "English" schools within half an hour's drive from home. At first I was sent to a “simple” school in the yard, but the program turned out to be too easy for me and I was a lot of hooligans. The teachers (thanks to them!) didn’t hush up the problem in my behavior (at 6 years old, I don’t make allowances for the “baby”) and my parents transferred me to one of the “English” schools (in Kuzminki), where there was no time to hooligan, but I had to catch up with the class (mostly in mathematics, there was no English in the first grade then). For the last two years I studied at another "English" school (in Perovo) - out of 50 graduates, eighteen entered Moscow State University.

What about my children? A school in the yard is no longer an option, thanks to the proximity of the Vykhinsky market (I hope everyone understands everything). The eldest daughter has to go to the gymnasium across Moscow to the Lenin Hills. I take the younger one to my former school in Perovo - or rather, to what is left of it: no discipline, no decency, no extracurricular activities, the program is even more unpretentious than in the "yard" school near the Vykhinsky market, each class - 4 parallels instead of two, - everything, if only the clients were satisfied (housewives with 2-3 jeeps per family and a Turkish beach on vacation, which they tell their friends at school every day before a new beach).

I went to my other old school (“English” in Kuzminki), talked with my parents - everything is the same as I wrote about the previous school. The parent contingent is only smarter.

So, having on one palm the school of our childhood, and on the other an outright genocide - not only talented or capable! - but just able-bodied, controlled children with a book instead of a game console in their backpack, it is quite understandable to succumb to nostalgia.

Social science. How is your school different from the old Russian school?

Today, all schools are similar to each other, all students study according to the same program, and in the past there were many different schools, even at the same level of education, including private boarding schools. Today, children simply move from elementary school to basic school, and before the revolution, children of the same age were admitted to the gymnasium by exams. Today, boys and girls study together, while in the past they studied separately from each other. Today the scores are 5 points, but before the revolution they were 12 points. Today, a guilty student is given a bad grade in a diary, a remark is written there, in extreme cases, parents can be called to school, before the revolution, children were flogged with rods (the only exception was the school, which was opened for peasant children by L.N. Tolstoy). Today, all children are required to go to school; before the revolution, not all children had such an opportunity.

5th grade Social science Simple 748

More on the topic

Earth rotation. In a mathematics lesson, students were given the task to create a problem using the material of other subjects. Sophia came up with the following problem: “How many revolutions around its axis will the Earth make in 12 hours; per month; per year?". Can you solve this problem? What knowledge is needed to solve it?

5th grade Social science Simple 10

5th grade Social science Simple 15

AT 9th century, when only a separate state appeared - Kievan Rus, and the Russians were pagans, writing already existed, but education was not yet developed. Children were mostly taught individually, and only then did group training appear, which became the prototype of schools. This coincided with the invention of the letter-sound learning system. Russia in those days was closely connected by trade relations with Byzantium, from where Christianity began to penetrate to us, long before its official adoption. Therefore, the first schools in Russia were of two types - pagan (where only offspring of the pagan elite were accepted) and Christian (for the children of those petty princes who had already been baptized by that time).

10th century

In ancient letters that have come down to us, it is written that Prince Vladimir the Red Sun became the founder of schools in Russia. As you know, it was he who was the initiator and executor of the transition of Russia to the Orthodox Christian faith. The Russians at that time were pagans and fiercely opposed the new religion. In order for the people to quickly adopt Christianity, widespread literacy training was organized, most often at the priest's home. Church books - the Psalter and the Book of Hours - acted as textbooks. Children from the upper classes were sent to study, as it is written in the annals: in "book learning". The people opposed the innovation in every possible way, but they still had to send their sons to schools (this was strictly followed) and the mothers sobbed and lamented, collecting the simple belongings of their children.

"Verbal counting. In the folk school of S. A. Rachinsky "- a painting by the Russian artist N. P. Bogdanov-Belsky
© Image: Wikimedia Commons

The date of foundation of the largest school of "book teaching" is known - 1028, the son of Prince Vladimir, Prince Yaroslav the Wise personally selected 300 smart boys from the privileged environment of combatants and petty princes and sent them to study in Veliky Novgorod - the largest city at that time. At the direction of the country's leadership, Greek books and textbooks were actively translated. Schools were opened at almost every newly built church or monastery, and these were so widely known later - parochial schools.

11th century

Reconstruction of ancient accounts and alphabet
© Photo: lori.ru

This is the heyday of Kievan Rus. A wide network of monastic schools and elementary literacy schools had already been developed. The curriculum of the schools included counting, writing and choral singing. There were also "schools of book teaching", with an increased level of education, in which children were taught to work with the text and prepared in the future for public service. The "Palace School" at the St. Sophia Cathedral worked, the same one that was founded by Prince Yaroslav the Wise. It now had international significance, and translators and scribes were trained in it. There were also several girls' schools where girls from wealthy families were taught to read and write.

The highest feudal nobility taught children at home, sending several offspring to separate villages that belonged to them. There, a noble boyar, literate and educated, who was called the "breadwinner", taught children to read and write, 5-6 languages and the basics of public administration. It is known that the prince independently "led" the village, in which there was "feeding" (a school for the highest nobility). But schools were only in the cities, in the villages they did not teach literacy.

16th century

During the Mongol-Tatar invasion (starting from the 13th century), such a widely developing mass education in Russia was, for obvious reasons, suspended. And only starting from the 16th century, when Russia was completely “freed from the full”, schools began to revive, and they became known as “schools”. If until that time there was very little information about education in the chronicles that have come down to us, then from the 16th century an invaluable document has been preserved, the book "Stoglav" - a collection of resolutions of the Stoglav Cathedral, in which the country's top leadership and church hierarchs participated.

Stoglav (Title page)
© Illustration: Wikimedia Commons

In it, a lot of space was devoted to education, in particular, it was pointed out that only a clergyman who had received the appropriate education could become a teacher. Such people were first examined, then they collected information about their behavior (a person should not be cruel and evil, otherwise no one will send their children to school) and only after that they were allowed to teach. The teacher taught all the subjects alone, he was assisted by the headman from among the students. The first year they taught the alphabet (then it was necessary to know the “full name” of the letter), the second year they put the letters into syllables, and the third year they already read. Schools still selected boys from any class, the main thing is that they be smart and intelligent.

The first Russian primer

The date of its appearance is known - the primer was printed by Ivan Fedorov, the first Russian book publisher, in 1574. It contained 5 notebooks, each with 8 sheets. If we recalculate everything in the format familiar to us, then in the first primer there were 80 pages. In those days, children were taught according to the so-called "literal" method, inherited from the Greeks and Romans. Children memorized syllables, which at first consisted of two letters, then a third was added to them. Students also got acquainted with the basics of grammar, they were given information about the correct stress, cases and conjugations of verbs. In the second part of the ABC there were reading materials - prayers and passages from the Bible.

© Photo: lori.ru

17th century

The miraculously preserved most valuable manuscript “Azbukovnik”, written by unknown authors or the author in the 17th century, has come down to us. It's kind of like a teacher's guide. It clearly states that teaching in Russia has never been a class privilege. It is written in the book that even “poor and thin-born” can learn. But also by force, unlike the X century, no one forced. The tuition fee for the poor was minimal, "at least some." Of course, there were also those who were so poor that they could not give the teacher anything, but if the child had a desire to learn and he was “quick-witted”, then the Zemstvo (local leadership) was charged with the duty to give him the most elementary education. In fairness, it must be said that the zemstvo did not act like this everywhere.

The Azbukovnik describes in detail the day of the then schoolboy. The rules for all schools of pre-Petrine Russia were the same. Children came to the school early in the morning and left after the evening prayer, having spent the whole day at school. First, the children told yesterday's lesson, then all the students (they were called "teams") stood up for a general prayer. After that, everyone sat down at a long table and listened to the teacher. Children were not given books to take home, they were the main value of the school.

Reconstruction of the classroom of the former art school of the Teneshev estate, Talashkino, Smolensk region.
© Photo: lori.ru

The children were told in detail how to handle the textbook so that it would be stored for a long time. The children themselves cleaned and heated the school. The "druzhina" was taught grammar, rhetoric, church singing, surveying (i.e. the basics of geometry and geography), arithmetic, "star science" or the basics of astronomy. Poetic art was also studied. The pre-Petrine era was extremely interesting in Russia, but it was Peter I who introduced the first revolutionary transformations.

In Russia, each new century brings its own changes, and sometimes a new ruler changes everything. This happened with the reformer tsar Peter I. Thanks to him, new approaches to education appeared in Russia.

XVIII century, 1st half

Education became more secular: theology was now taught only in diocesan schools and only for the children of the clergy, and for them learning to read and write was compulsory. Those who refused were threatened with military service, which in the conditions of almost incessant wars was life-threatening. So in Russia a new estate was formed.

In 1701, by decree of Peter I, who wanted to train his own specialists for the army and navy (then only foreigners worked in these places), the School of Mathematical and Navigational Sciences was opened in Moscow, or, as it was also called, the School of Pushkar Order. It had 2 departments: the lower school (junior grades), where they taught writing and arithmetic, and the upper school (higher grades), for teaching languages and engineering.

There was also a preparatory department, or numeral school, where they taught to read and count. Peter liked the latter so much that he ordered, in her image and likeness, to create such schools in other cities. The first school was opened in Voronezh. It is interesting that adults were also taught there - as a rule, military lower ranks.

The children of the clergy, as well as the children of soldiers, gunners, nobles, that is, almost everyone who demonstrated a craving for knowledge, learned to read and write in digital schools. In 1732, garrison schools for soldiers' offspring were founded at the regiments. In them, in addition to reading and arithmetic, the basics of military affairs were taught, and officers were teachers.

Peter I had a good goal - a large-scale universal primary education, but, as happened more than once in history, the people were forced to do this with the help of rods and intimidation. The subjects began to grumble, to oppose compulsory school attendance for some classes. It all ended with the fact that the Admiralty (which was in charge of digital schools) itself tried to get rid of them, but the Holy Synod (the highest governing body of the Russian Church, which influenced the life of the country) did not agree to take them under its wing, noting that spiritual and secular education is not must be combined. Then the digital schools were connected with the garrison ones. This was of great importance for the history of education. It was the garrison schools that were distinguished by a high level of training, and many well-trained people subsequently came out of there, who, until the era of the reign of Catherine II, served as a support for Russian education, working as teachers.

XVIII century, 2nd half

If earlier children from different classes could study in one school, later class schools began to form. The land gentry corps or, in modern terms, a school for noble children, became the first sign. According to this principle, the Corps of Pages, as well as the Naval and Artillery Corps, were later created.

The nobles sent very young children there, who, upon graduation, received a specialty and an officer's rank. For all other classes, public schools began to open everywhere. In large cities, these were the so-called main schools, with four classes of education, in small cities - small ones, with two classes.

For the first time in Russia, subject teaching was introduced, curricula appeared, and methodological literature was developed. Classes began to begin and end at the same time throughout the country. Each estate was trained differently, but almost everyone could study, even the children of serfs, although, of course, it was the hardest for them: often their education depended on the whim of the landowner or whether he wanted to maintain a school and pay a salary to a teacher.

By the end of the century, there were more than 550 educational institutions and more than 70,000 students throughout Russia.

19th century

It was a big breakthrough time, although of course we were still losing to Europe and the US. The general education school (folk schools) was actively operating, general education gymnasiums were functioning for the nobles. They were initially opened only in the three largest cities - Moscow, St. Petersburg and Kazan.

Specialized education for children was represented by soldier's schools, cadet and gentry (noble) corps and many religious schools.

In 1802, the Ministry of Public Education was first established. The following year, it developed new principles: in particular, it was emphasized that the lower levels of education from now on will be free and will accept representatives of any class.

Small public schools were replaced by one-class parochial schools (for peasant children), in each city they were obliged to build and maintain a three-year county school (for merchants, artisans and other city dwellers), and the main public schools were transformed into gymnasiums (for nobles). The children of officials who did not have the title of nobility now had the right to enter the latter institutions. Thanks to these transformations, the network of educational institutions has been significantly expanded.

Children of the lower classes were taught the four rules of arithmetic, reading and writing, and the law of God. Children from the middle classes (philistines and merchants) in addition to this - geometry, geography, history. In gymnasiums, they prepared for admission to universities, of which there were already six in Russia (a considerable number for that time). Girls were still extremely rarely sent to school, as a rule, they were taught at home.

After the abolition of serfdom (1861), an accessible all-class education was introduced. Zemstvo, parochial and Sunday schools appeared. Gymnasiums were divided into classical and real. Moreover, in the latter they accepted children from any class, whose parents could save up for education. The fee was relatively low, which is confirmed by the large number of real gymnasiums.

Actively began to open women's schools, which were available only for children from among middle-class citizens. Women's schools were with three- and six-year education. Women's gymnasiums appeared.

Church school, 1913

20th century

In 1908, a law on universal education was passed. Primary education began to develop at a particularly rapid pace - the state actively financed new educational institutions. Free (but not universal) education was legalized, which played a huge role in the development of the country. In the European part of Russia, almost all the boys and half of the girls studied in primary schools, in other areas the situation was worse, but almost half of the urban children and almost a third of the peasants also had a primary education.

Of course, against the background of other European states, these were incommensurable figures, because by that time in developed countries the law on universal primary education had been in force for several centuries.

Education became universal and accessible to all in our country only after the adoption of Soviet power.