The meaning of Fedor Ivanovich Yankovic (de Mirievo) in a brief biographical encyclopedia. Yankovic de Mirievo Fedor Ivanovich - pedagogical ideas Chapter i
Fyodor Ivanovich Yankovic de Mirievo (1741 - 1814)
One of the organizers of public education in Russia, a talented teacher. A Serb by nationality who knew the Russian language well, in 1782 he was invited from Austria to work on the “Commission on the Establishment of Public Schools.” Together with professors from Moscow University and scientists from the Academy of Sciences, F. I. Yankovic developed the content, organization, methods and form of teaching and teacher training for public schools, which were created in Russia in accordance with the Charter of 1786.
In addition to his work on the Commission, F.I. Yankovic, from 1783, held the position of director of the St. Petersburg Main Public School, opened on his initiative, combining administrative work with educational and scientific-pedagogical work. Since 1786, he led the creation of a teachers' seminary in St. Petersburg, which over the 18 years of its existence trained about 400 teachers for public schools. When the Ministry of Public Education was created, he was a member of the Main Directorate of Schools of the Russian Empire. During the same period, both independently and together with Russian scientists and teachers, he developed all the documentation on public schools, wrote textbooks and manuals for public teachers. He wrote the “Plan for the Establishment of Public Schools”, which was the basis for the “Charter of Public Schools in the Russian Empire”, “Rules for Students in Public Schools” (1782), “Guide to Teachers of the First and Second Grades of Public Schools of the Russian Empire” (together with Russian scientists, 1783), “Primer” (1782), “Copybooks and for them a guide to penmanship” (1782), “Guide to arithmetic” (1783 - 1784), textbook “...World History, published for public schools Russian Empire" (together with I. F. Yakovkin, parts 1 - 3, 1787 - 1793) and others. F. I. Yankovic republished, significantly adding, "A comparative dictionary of all languages and dialects, arranged in alphabetical order" (dictionary was compiled by P. S. Pallas), translated and published the famous educational book by J. A. Komensky “The World of Sensual Things in Pictures.”
A follower of Ya. A. Komensky, F. I. Yankovic sought to introduce into public schools the ideas of humanist teachers, aimed at using the classroom-lesson system of teaching, the use of visualization, and the development in children of curiosity, love of books, and learning. He made high demands on his teacher.
However, one should not overestimate the activities of F.I. Yankovic in Russia. Soviet researchers proved that domestic scientists from the academy and university played an important role in implementing reforms in the field of public education and developing teaching aids for students and teachers. Many documents and manuals were created by F.I. Yankovic with the active participation of Russian professors who worked at the St. Petersburg Main Public School.
From the “Charter of Public Schools in the Russian Empire”
(Published by: Poly. collection laws of the Russian Empire. No. 16421, St. Petersburg, 1830.
The charter laid the foundation for a state system of urban secular schools. F.I. Yankovic de Mirievo took part in its development. The prototype of the Charter was the Austrian school Charter of 1774, which provided for three types of schools: trivial, main, normal, and in the practice of the Charter a distinction was established between trivial schools in the city and countryside in terms of terms of study. However, the “Charter for Public Schools...” of 1786 is not a mechanical copy of the Austrian school system. It reflected the educational ideas of domestic figures who were related to the development of the Charter, especially to the organization of education in public schools. Thus, the course of the main public school in Russia included the study of general education and real disciplines. The organization of training was based on the ideas of Ya. I. Komensky. Serious attention was paid to the teacher, his preparation, and humane attitude towards students. But the Charter of 1786 did not even mention the opening of public schools in Russian villages.
The issue of establishing connections between public schools and educational institutions of secondary and higher levels was resolved negatively. The charter also passed over in silence the financing of city public schools at the expense of the state. However, nevertheless, its creation and approval were associated with an attempt to create a state system of public education in Russia.)
The education of youth was so respected among all enlightened peoples that they considered it the only means of establishing the good of civil society; Yes, this is undeniable, for the subjects of education, which contain a pure and reasonable concept of the creator and his holy law and solid rules of unshakable loyalty to the sovereign and true love for the fatherland and one’s fellow citizens, are the main supports of the general state welfare. Education, enlightening a person’s mind with various other knowledge, adorns his soul; inclining the will to do good, it guides a virtuous life and finally fills a person with such concepts that he absolutely needs in the community. From this it follows that the seeds of such necessary and useful knowledge must be sown from an early age in the hearts of adolescence, so that they grow in youth and, when mature, bear fruit for society. But since these fruits can only be multiplied by the dissemination of the instruction itself, then for this purpose institutions are now being established where, on the basis of general instructions, it will be taught to youth in a natural language. Such institutions should exist in all provinces and governorships of the Russian Empire, under the name of public schools, which are divided into main and small.
CHAPTER I. ABOUT THE MAIN POPULAR SCHOOLS
I. ABOUT CLASSES OF THE MAIN POPULAR SCHOOLS
§ 1. In each provincial city there should be one main public school, consisting of 4 categories, or classes, in which to teach youth the following academic subjects and sciences in the natural language, namely:
§ 2. In the first grade, teach reading, writing, the original foundations of the Christian law and good morals. Starting with the knowledge of letters, teach to add and then read the primer, rules for students, the abbreviated catechism and sacred history. Those learning to read in this way, at the beginning of the second half of the first year, are forced to write from copybooks, pronounce and write numbers, church and Roman numerals, and, moreover, teach them the initial rules of grammar contained in the table on the knowledge of letters, which is in the book entitled “Manual for Teachers I and II classes."
§ 3. The books by which youth should be taught the above-mentioned subjects of this class are the following... 1. Alphabetical table. 2. Table for warehouses. 3. Russian primer. 4. Rules for students. 5. Abridged Catechism. 6. Sacred history. 7. Copybooks and 8. Guide to penmanship.
§ 4. In the second grade, or category, observing the same subjects of Christian law and good morals, begin to read a lengthy catechism without evidence from the Holy Scriptures, the Book of the duties of man and citizen and the first part of arithmetic; repeat the sacred story, continue penmanship and teach the grammatical rules contained in the tables on the correct division of warehouses, on reading and spelling, found in the above-mentioned “Manual for Teachers of Grades I and II.” In this regard, we also begin to teach drawing to young people.
§ 5. The books from which to teach youth in this class are the following... 1. Long Catechism. 2. Sacred history. 3. A book about the positions of a person and a citizen. 4. Guide to penmanship. 5. Copybooks and 6. First part of arithmetic.
§ 6. In the third grade, one should continue the art of drawing, reading explanations of the Gospels, repeating a lengthy catechism with evidence from the Holy Scriptures, teaching the second part of arithmetic and the first part of universal history, an introduction to general European geography, and then the land description of the Russian state and Russian grammar begin with spelling exercises.
§ 7. The books from which to teach in this category are the following... 1. Long Catechism. 2. Explanations of the Gospels. 3. The second part of arithmetic. 4. General history, first part. 5. General geography and the Russian state. 6. General drawings of the globe, Europe, Asia, Africa, America and the Russian state. 7. Globe, or globe, and 8. Russian grammar.
§ 8. In the IV category, repeat Russian geography, continue drawing, general history, Russian grammar, moreover, training the youth in written common essays in the hostel, such as in letters, bills, receipts, etc. Teach Russian history, general geography and mathematical with problems on the globe; also the foundations of geometry, mechanics, physics, natural history and civil architecture, considering from the mathematical sciences in the first year geometry and architecture, and in the second mechanics and physics with the continuation of architecture, in which drawing and plans.
§ 9. The books from which young people in this class should be taught are the following... 1. Russian grammar. 2. Russian geography. 3. General geography, which contains an introduction to the mathematical knowledge of the globe. 4. Russian history. 5. Second part of universal history. 6. General drawings of the globe, Europe, Asia, Africa, America and Russia. 7. Globe, or globe. 8. Geometry. 9. Architecture. 10. Mechanics. 11. Physics and 12. Outlining Natural History.
§ 10. Moreover, in each main public school, those who wish to be teachers in small schools are trained for teaching positions. Here they learn the educational method, as in such a place in the province, where they are tested in their knowledge, and then, with the knowledge of the order of public charity, they receive certificates from the director.
II. ABOUT FOREIGN LANGUAGES AT THE MAIN POPULAR SCHOOLS
§ 11. In all main public schools, in addition to the rules of the Russian language, which is natural, the basics of Latin should also be taught for those who wish to continue their studies in higher schools, such as gymnasiums or universities; and besides, the teaching of that foreign language, which is in the neighborhood of each governorship, where the main school is located, may be more useful for its use in the hostel.
§ 12. In order for the study of these languages to be thorough, their teaching should begin in the first category of the main public school. This teaching will be continued in subsequent grades gradually according to the instructions printed here for teachers of foreign languages under No. 1.
§ 13. The books from which to teach these languages are the following: 1. Primer. 2. Spectacle universes ( This refers to the book by Y. A. Komensky “The World of Sensual Things in Pictures”)3. The grammar of that language. 4. Copybooks in foreign languages and 5. Dictionary.
III. ABOUT TEACHING MANUAL IN THE MAIN POPULAR SCHOOLS
§ 1. Benefits for teachers and students in the main public school should be the following, since not everyone can have them on their own:
§ 15. A book depository consisting of various foreign and Russian books, especially those related to the educational subjects of the main public school, and of drawings necessary for the dissemination of geographical knowledge.
§ 16. A collection of natural things from all three kingdoms of nature, necessary for explanation and obvious knowledge of natural history, especially all domestic natural works of that province, in which the main public school is located.
§ 17. Collection of geometric bodies, mathematical and physical tools, drawings and models, or samples, to explain architecture and mechanics.
IV. NUMBER OF TEACHERS OF THE MAIN PEOPLE'S SCHOOL AND DIVISION OF TEACHING HOURS
§ 18. In the main public school there will be 6 teachers and teach science according to the arrangement of objects and clocks, attached under No. 2, namely: the teacher teaches in the third category the second part of arithmetic, Russian grammar and Latin and continues in the fourth category Russian grammar and Latin language, where he also teaches geometry, architecture, mechanics and physics, studying 23 hours a week.
§ 19. One teacher teaches general and Russian history, general and Russian geography and natural history, studying in grades III and IV 23 hours a week.
§ 20. One teacher of the second grade teaches only 29 hours a week the subjects of his grade, or class, and the exposition of the gospels and the long catechism in the third grade.
§ 21. One first grade teacher teaches 27 hours a week in the subjects of his class.
§ 22. One art teacher teaches grades II, III and IV for 4 hours a week, that is, on Wednesday and Saturday afternoons for 2 hours.
§ 23. One foreign language teacher teaches 18 hours a week.
CHAPTER II. ABOUT SMALL POPULAR SCHOOLS
I. ABOUT CLASSES OF SMALL POPULAR SCHOOLS
§ 24. Small schools are those institutions in which youth are taught in a natural language the academic subjects taught in the 1st and 2nd grades of the main public school, excluding the teaching of foreign languages, and with the exception that in the 2nd grade of these small schools, upon completion the first part of arithmetic, the second begins and ends. These schools should exist both in provincial towns, where one chief is dissatisfied, and in district towns, and where else, at the discretion of the order of public charity, they may be needed in the first instance.
§ 25. The books by which youth should be taught in these schools are the ones shown above, published ... for the first and second classes of the main public schools.
II. ABOUT THE NUMBER OF TEACHERS IN SMALL SCHOOLS AND TEACHING HOURS
§ 26. In small schools there should be two teachers, one in the first and one in the second category, as in the main public school; but if the number of students is small, then one is enough. Drawing is taught by one of them, who understands this art; otherwise, the special one is accepted. The number of hours is determined by it according to the location attached under No. 3.
CHAPTER III. ABOUT TEACHING POSITIONS
I. COMMON POSITIONS OF ALL TEACHERS
§ 27. Every teacher must have a book... in which he records students entering his class or transferring to him from other classes.
§ 28. They must teach all pupils and pupils who come to their classes, without demanding from them any payment for teaching. When teaching themselves, they should not neglect the children of poor parents, but always keep in mind that they are preparing a member of society.
29. Observe them accurately and at every time the school hours...
§ 30. During school hours, have them have a monthly list of student diligence in front of them, according to the model found in the “Manual for Teachers of Grades I and II”, and in it mark those who are absent, from whom the next day ask about the reason for the non-existence, and demand that They brought evidence from their parents or relatives that they were not really out of need or illness. In the case of frequent absences, it is more accurate to visit their parents or guardians themselves or through others, for which their children do not come to school, and write down the answer received.
§ 31. When teaching the doctrine, teachers should not interfere with anything extraneous and not related to the educational subject; below, do anything that could stop the continuation of the teaching or the attention of the students.
§ 32. Try with all his might so that the students understand the subjects taught to him clearly and correctly; Why can you tell them, and sometimes even write on the board with mistakes on purpose, in order to find out whether they understand what was said correctly, whether they notice the mistakes and know how to correct them.
§ 33. All teachers must comply in everything with the prescribed method of teaching and not use books other than those prescribed in the charter. And just as teachers of grades I and II are obligated, according to the manual issued by them, to follow all the rules prescribed therein to the utmost precision, so equally all other teachers of your grades must act according to the same; As for the preservation of the general school order and teaching positions, that is, observe everything that is in this manual in Part III about the rank, qualities and behavior of the teacher, and in IV about the school order.
§ 34. What is most required is that teachers set students by their own behavior and actions examples of piety, good morals, friendliness, courtesy and diligence, avoiding before them both in words and in deeds everything that temptation can cause or give rise to. superstition.
§ 35. If a teacher cannot be in class due to illness or for some other legitimate reason, then inform the director or superintendent about this in advance in order to take the necessary measures to appoint another, so that the students are not idle: and in this case, he must another teacher, as appointed by the director or superintendent, shall unconditionally take the place of another.
§ 36. In general, it is required that teachers help each other with deeds and advice and show due respect to each other before their students. Both in the main public schools and in the small ones, let the teachers of the higher classes not neglect the teachers of the lower ones and let them not humiliate the subjects they teach in front of students or strangers: for all teachers and all educational subjects are equally necessary parts of one chain; on the contrary, teachers of the lower classes should, by their courtesy, precede those teachers who are superior in science to them.
§ 37. Teachers living in the school are prohibited from spending the night in a place other than the school, excluding, however, cases and absences due to legitimate needs; in the same way, they are not allowed, except for their pupils and those assigned to serve them, to allow strangers to spend the night and live with them without notifying their superiors.
§ 38. All teachers are allowed to maintain pupils at their own discretion and give them private instructions outside of school hours. They must also register these students in the book of other students and send them to classes, strictly observing that they act and behave according to the rules introduced in schools. When going to bed and getting up from sleep, at the beginning and end of school hours, also before and after meals, force them to read prayers, teaching them to do so by example. In order to preserve their undamaged young heart, which can easily be corrupted by superstition or other delusions and obscenities, teachers should beware and warn their pupils from all superstitious, fabulous and depraved matters and conversations, and talk with them, and especially at the table, about useful such subjects that can incline their hearts to virtue, and their souls to prudence, which children will willingly follow if the teacher treats them carefully and observes, so that they do not see or hear anything depraved even from servants and maids. In monthly reports submitted to the director or superintendent, teachers must also notify about the behavior, diligence and success of their students, meaning, moreover, when they entered his care, that they knew upon joining what was taught to them in the classes of that school and privately in their chambers and with what success. Teachers are not allowed to use pupils, entrusted to them by their parents solely for science and education, in extraneous work, homework or parcels, but even more so to ensure that the entire time they are in their care is used, according to the intention of the parents, for the benefit of the pupils. Teachers are also entrusted with giving instructions to their pupils in good behavior and politeness, showing how to sit decently, walk, bow, ask politely and speak kindly, even with servants and maids. During the walk, show them notes on what is worthy and turn the cases of moralizing that occur in their favor... Teachers should also be diligently observed so that their pupils do not leave home without permission under any circumstances.
§ 39. During open tests, which are now more conveniently carried out at the end of each educational course, it is now recognized before the New Year and before Peter’s Day, to do other things as in Chapter V of Part IV of the “Guide to Teachers of Grades I and II” is prescribed. Each teacher must submit to the director or superintendent a list of students in his class according to the model attached under No. 5, and test the subjects taught by him according to the instructions of the director or superintendent, and finally read out the names of diligent and well-behaved students.
§ 40. The teacher must submit to the director a list of those students whom he intends to transfer at the end of the open test to the highest class, and test them further separately in the presence of the director and the teacher to whom they are to move to the next class.
II. SPECIAL POSITIONS OF TEACHERS OF MAIN PEOPLE'S SCHOOLS
§ 41. Teachers of grades I and II should be taught exactly according to the rules contained in the book entitled “Manual for teachers of grades I and II”; for teachers of grades III and IV - according to the rules prescribed in the prefaces of their books, namely: in grammar, history, geography, geometry, architecture, physics, natural history, etc. And just as every student in the higher grades should have a special notebook, in which to notice and write down teacher’s explanations and notes during school hours, then teachers should diligently observe whether these comments are made correctly; and in case of malfunction, do not leave them without advice and guidance.
§ 42. Study subjects of grades I, II and III must be completed with it within each year; Science IV class - for two years.
§ 43. Teachers of the first and second grades must themselves teach their students the Latin language; in grades III and IV, a teacher of mathematical sciences should teach this.
§ 44. The teaching of Latin and foreign neighboring languages should be carried out in the main public school according to the instructions contained in the above-mentioned manual for teachers teaching foreign languages.
§ 45. Drawing should be taught to teachers according to the instructions of a manual published specifically for them, in a small printed book.
§ 46. In order for the history of the Russian state to have reliable monuments over time, from which to borrow evidence of events regarding the spread of sciences, then teachers of the highest classes, namely IV and III, with the help of the director, should keep a joint record of the established and future established public schools as in the provincial city of their governorship, as well as in district towns and other surrounding places of that province or governorship. In such a note, indicate exactly the year and date in whose reign these schools were founded, under which governor-general, governor, director, members of the order of public charity, under which particular caretakers and teachers who were from the very foundation of the schools, showing where these teachers studied where they came from, as well as how large the number of students and female students was, how it increased or decreased, and where those who studied dropped out after completing the study of all or some of the sciences. In general, describe here all the successes of the teaching and sciences of that governorship or province, noting the state and growth of the book depository and collection of natural things and all other aids at the main school, at what times and by what noble persons the schools were visited, what worthy notes happened under such circumstances ; with what success were open tests carried out; how many teachers in the main public school were trained for the lower public schools, when in what places were they assigned and what was done for the benefit of these institutions in the governorship by the government or private benefactors. Information necessary for such a description on the schools of their governorship The above-mentioned teachers must ask for public charity through their director; continue this description annually and, preparing for the 1st of January, send one list to the main school government, and keep the other in the library of the main public school, adding it to the list of books.
§ 47. Since those seeking teaching positions... must be examined in advance to become teachers of the main public schools, not only in the very sciences that they wish to teach, but also in the method of teaching them, then in case of insufficiency in both one and the other Teachers of the main public school should help seekers’ knowledge in this, both when teaching public instructions, and especially by explaining to them the “Guide to Teachers of Grades I and II” and showing them how to keep lists, reports and other written matters pertaining to the teaching position.
§ 48. Teachers of the main public school are obliged to submit a general report to the director every month on the progress of teaching, student behavior and all school needs...
§ 49. One of the teachers of the upper classes of the main public school assumes, by appointment of the director, the position of book keeper, having books under review; other benefits should be supervised by those teachers to whom they belong according to science; What they should do is given written instructions from the director.
III. SPECIAL POSITIONS OF SMALL SCHOOLS TEACHERS
§ 50. The positions of teachers of small schools are the same as those of teachers of grades I and II of the main school, excluding only foreign languages.
§ 51. Each person in his class must complete the teaching of academic subjects within one year.
§ 52. Teach and act exactly according to the rules contained in the “Guide to Teachers of Grades I and II.”
§ 53. Submit monthly reports to them on the subjects studied, on the progress and behavior of students and on all school needs... in the provincial city to the director, and in the district cities to the superintendent.
IV. ENCOURAGEMENT FOR TEACHERS
§ 54. All teachers teaching in public schools, receiving a salary according to state regulations, are considered to be in active service... and can expect the same rewards that are acquired through diligent service in other ranks.
§ 55. Teachers are allowed to maintain pupils on a voluntary basis with their parents or guardians and, in their free time, instruct them in addition to the general teaching hours required in schools.
§ 56. It is allowed to use with due care books and other aids belonging to the main public school, receiving them against receipt.
CHAPTER IV. ABOUT THE STUDENTS
I. POSITIONS OF STUDENTS
§ 57. All students must observe the published rules for students. These rules oblige all students in general, without exception of higher and lower classes, and for this reason, every student, in order to learn their duties, must provide themselves with this book, which is required of their parents or guardians.
§ 58. Pupils must honor their teachers, obey their orders and carry them out with precision; for disobedience to the teacher, disrespect and laziness are subject to the punishments prescribed in the “Guide to Teachers of Grades I and II” in Part IV, Chapter II on school rigor.
§ 59. All students must provide themselves with books that belong to their class, and, moreover, have with them in readiness paper, pens and other supplies for writing, drawing and other sciences.
§ 60. Each student of the main public school of the upper classes must have a special notebook in which he can write down the teacher’s explanations during school hours.
II. ENCOURAGEMENT FOR STUDENTS
§ 61. The names of students who have distinguished themselves by success in science, diligence and good behavior are proclaimed before all those present at the end of each open test, and then the teacher enters them in his notebook, in order to preserve their memory as an example to their future comrades. Finally, they distribute to each of these distinguished students a textbook in good binding, signed by the director of public schools in his own hand, stating that it was given to such and such a person for their success, diligence and good behavior from the order of public charity.
§ 62. Students who have completed the prescribed course of science and received a certificate of knowledge and good character signed by the teachers and the director are preferred to others when assigned to a place.
CHAPTER V. ABOUT THE TRUSTEE OF PEOPLE'S SCHOOLS OF THE PROVINCE OR GOVERNORSHIP
§ 63. The trustee of public schools in each viceroyalty is the governor, who, under the governor general, has the main responsibility for the schools. He, while promoting the well-being of these institutions, which serve for the enlightenment and good education of youth, should try to encourage with his care both the teachers and students, and those supervising the schools themselves. As the chairman of the order of public charity, he tries not only with advice, but also with the power given to him by the laws, to provide all assistance to the director and superintendent in the implementation of everything that is prescribed in this charter and that tends to the benefit of the schools, removing, on the contrary, that which is for the welfare can harm them.
§ 64. One of the first positions of a trustee is to try to spread public schools from the main one, located in the provincial city, not only to district cities, but also to other villages, as long as the means allow it. To this end, with the knowledge of the Governor-General or in his absence, he himself signs from the theological seminaries of his viceroy people who, according to the director’s testimony, are capable of filling teaching positions...
§ 65. Depending on the circumstances of the place, the condition and property of the inhabitants, the trustee, with the knowledge of the Governor-General, can also add classes III and IV to other small schools, when there are otherwise satisfactory ways to do this.
§ 66. On the recommendation of the director, the trustee will endeavor to establish and fill the classrooms of the main public school with natural things from all three kingdoms of nature, especially those born in that province and governorship, and with physical and mathematical tools, and the book depository with books, land maps and drawings, encouraging benefits including schools for the nobility and citizens.
§ 67. A trustee, traveling around his province, like a governor, if he happens to be in those places where schools are located, will not leave to inspect them personally as institutions that contain no less benefits than others.
§ 68. As the chairman of the order of public charity, the trustee of home schools also oversees the execution of the order given to the owners thereof.
CHAPTER VI. ABOUT THE DIRECTOR OF PEOPLE'S SCHOOL
§ 69. The director of public schools is selected and appointed by the Governor General. He must be a lover of science, order and virtue, well-wishing of youth and knowing the value of education. He sits in the order of public charity on matters relating to schools.
§ 70. The director, while carrying out his service with due diligence, must observe that all the regulations and rules prescribed in this charter are carried out in all the public schools of that province entrusted to him and from all the ranks subordinate to him.
§ 71. He accepts monthly reports both from teachers of public schools in the provincial city, and sent through caretakers from teachers of district schools. If he sees any needs or shortcomings in the schools, he immediately corrects them, either himself, or by reporting to the order of public charity, whichever is important. From the same reports and from the lists of diligence submitted during open tests, at the end of each educational course, he composes a complete statement about the state of all forces under the jurisdiction of his public schools... having signed this statement, he submits it to the order of public charity, and the order, leaving it with himself with a copy of it, sends the original one to the main school government.
§ 72. The director must ensure that teachers assigned to public schools know the method of teaching and learning, especially in grades I and II. He must allow those who want to know this method into the main school to study it; and when someone demonstrates sufficient skill in this during a test in front of the teachers of the main public school and in his presence, then, having selected written evidence of this from them, present them together with his order of public charity, and by definition thereof gives the tested person a certificate of his ability and knowledge of teaching positions under your own signature. And therefore, the director should observe that no one who does not have such a certificate teaches in public schools.
§ 73. The director, having direct supervision over the teachers, must accept them and deal with them, as if they bear the difficult and important duties of educating the sons of the fatherland, kindly and not leave them with work and advice both in the classroom and in their own needs, especially not to leave them when they are sick. If, as expected, one of the teachers turns out to be negligent in his position and unbecoming in behavior, then the director admonishes him again and again; not seeing any correction and having found someone else to replace him, he dismisses him from office, however, with the permission of the trustee and with the knowledge of the order of public charity.
§ 74. In the event of the illness of a teacher, the director tries to ensure that his class does not remain idle, entrusting at that time either one of the best students to do repetitions, or, if there is someone seeking a teaching position, to train the students in this regard.
§ 75. The director must ensure that teachers accept and enroll all students and students who wish to come to them and do not forbid anyone from going to class unless they are infected with some kind of sticky disease, which is something the superintendent should also observe in district schools.
§ 76. The director, who must have oversight over the good behavior of the students, no less than their success in learning, must, in such a case when a student in his misdeeds and vices is not corrected by repeated teacher admonitions, give parents or guardians such information about the stubborn to know in evil, while declaring that the student will be expelled if he does not correct himself, which the director, with satisfied and mature respect, based on the rules of meekness and philanthropy, does, if the student has not yet changed his behavior, writing down his guilt and the reasons for the expulsion and reporting this to the order of public charity. For students who have completed their studies properly and leave schools, he gives a certificate of knowledge and behavior under his signature and under the seal of the order of public charity...
§ 80. The director must inspect public schools in the provincial city at least once every week, and if time permits, more often, and in the districts every year, at least once.
§ 81. The director must ensure that at the end of each educational course, according to the instructions of the “Manual for Teachers of Grades I and II,” Part IV, Chapter V, open tests are carried out not only in the main public school, but also in all other schools in that province two once a year, from December 26 to January 6 and from June 29 to July 3.
During such tests, he himself should attend the schools of the provincial city and make the necessary preparations. At the end of these, distribute the awards shown above to the distinguished students and, finally, transfer the successful students to higher classes...
§ 83. Just as it is not forbidden for teachers of public schools to keep their pupils under their supervision, the director is obliged to have supervision so that their maintenance and upbringing takes place in accordance with the intentions of the parents and the order issued in this regard in this charter, since the good behavior and success of these pupils can not only bring honor teachers, but also the schools themselves.
§ 84. The director is also in charge of private boarding houses or home schools located in the province, for which he supervises everything that is prescribed in the order attached here under No. 8.
§ 86. In each district city, one superintendent from the citizens of that city is elected as a trustee of public schools to always supervise the schools located in that place.
§ 87. The position of the superintendent is to ensure that all the prescribed regulations and rules relating to small public schools in this charter are carried out.
§ 88. He accepts monthly reports from teachers, which he sends to the order of public charity for delivery to the director.
§ 89. The superintendent must inspect the school twice every week and see if the students are diligently attending school; otherwise, he must admonish them and let their parents know about it. At the same time, he makes sure that teachers do not skip school hours, and that students come to church on Sundays and holidays and, in a word, do everything that is prescribed for them in this charter.
§ 90. The superintendent must give teachers all possible assistance in case of classroom and their own legitimate needs, especially in illness. Treat them kindly and politely; and if, beyond his expectations, the teacher shows himself to be negligent and unbecoming in his position and behavior, in this case he admonishes him again and again, but, not seeing correction, reports this to the director, who acts according to his orders...
CHAPTER VIII. ABOUT PART OF ECONOMIC PEOPLE'S SCHOOLS
CHAPTER IX. ABOUT THE MAIN GOVERNMENT OF SCHOOLS
...§ 109. The main school government maintains its own office and archive. It also has its own seal according to the approved model, under which all messages and letters are accepted at all post offices in the Russian Empire free of charge, as well as those sent to it.
§110. Just as the main government of schools should try to ensure that schools can be supplied with books, land maps and all the necessary aids, it is allowed to establish and maintain its own book printing plant with other workshops that may be needed for printing books, cutting out land maps and other school needs; or also, out of discretion, print books and cut out land maps from free artists. However, both the printing of educational and other books and land maps, and the sale of them are assigned solely to the main school government, which is why no one can be allowed to reprint them without the permission of the main school government.
§ 111. The main government must ensure that this charter is implemented throughout its entire territory and in all its parts, having the power to appoint those capable by virtue of this charter to teaching positions...
From the “Guide to teachers of the first and second grades of public schools of the Russian Empire”
(Published according to the publication: Guide for teachers of the first and second grades of public schools... St. Petersburg, 1783.
First published in 1783. This book does not bear the name of F.I. Yankovic, although the publication was carried out during his lifetime. This once again confirms that the “Manual...” was written by F. I. Yankovic together with Russian scientists and teachers.
It was believed that “Manual for teachers of the first and second grades of public schools...” was written personally by F.I. Yankovic based on his manual called “Hand Book”, published in Vienna in 1776. However, a comparison of these books shows that only the first part of the “Manual...” is reminiscent of the “Manual Book”. Everything else is the fruit of the collective work of Russian scientists and teachers who worked together with F.I. Yankovic. The “Manual...” reflects the ideas of progressive professors at Moscow University, who published the “Way of Teaching” in 1771, i.e., much earlier than the publication of F. I. Yankovic’s “Hand Book”.
“Manual...” consists of 4 parts: about the method of teaching, about school subjects, about the title, qualities and behavior of the teacher, about school order. At the end there are 3 appendices: samples of the class schedule for the first and second grades of the school, a list of the diligence of students of such and such a class for a certain month, a class magazine. The parts are divided into chapters and paragraphs. The first part sets out didactics, the second - the methods of teaching literacy, numeracy, writing, the third - the duties of the teacher, his personal qualities, the fourth talks about teaching hours, school discipline, exams, and knowledge testing.)
Preface
It is easy for an impartial person to foresee what bad consequences may arise from such an education, which is not based on any known and definite guidance, and is, so to speak, left to itself or to the will of teachers alone.
It is true that some teachers, gifted with abilities and insight, would be able to invent rules on their own, according to which they would fulfill the positions of their rank with considerable success; but since it cannot be assumed that they all have equal diligence, abilities and insight, it seemed necessary to compose this manual for teachers of the first and second grades of public schools; so that they observe the positions prescribed to them everywhere uniformly. This book contains everything that a teacher needs to know for raising children, his behavior and school order in city and village schools. It is divided into four parts, of which the first contains the teaching method, the second - the academic subjects taught in the first and second grades, the third - the title, qualities and behavior of the teacher himself, and the fourth - the school order. Moreover, attached here are tables about the knowledge of letters, about letters, about reading and about spelling, which are needed only for teachers, because they must teach them to students not by reading, but only by research on a large black board. At the same time, it is also necessary to mention that the teacher must, in addition to this manual, have all the other books prescribed for reading for students in the first and second grades, such as an alphabet table, a primer, rules for students, a guide to penmanship, a book on human positions and the citizen and the catechism with and without questions, so that in case of need he would not take them from his students.
PART I. ABOUT THE TRAINING METHOD
1. By teaching method we mean the way of teaching according to which a teacher should teach his students.
2. This method consists of certain benefits during the instruction itself, which are indicated and prescribed here, so that the youth may be more capable, more decent and more thoroughly instructed; It is precisely this experience that consists of cumulative instruction, cumulative reading and depiction through the initial letters...
CHAPTER I. ON THE CUMULATIVE INSTRUCTION
I. What is meant by corporate instruction?
By collective instruction we mean that teachers of lower schools should not teach students one after another separately, but should show everyone together that they are teaching the same thing; through which they will all be attentive to what the teacher says, asks or writes. For example, if in a school where there are many students, they are showing folds or reading, then all students learning folds or reading should do the same and read together either out loud or silently; and if the teacher of one or many suddenly asks, then so that they are able to continue where others left off...
II. How to act in the face of corporate instruction?
1. To maintain order during cumulative instruction, students are divided into classes in which they should be taught alternately. These classes are of different kinds, for example: in villages, where the teacher must have all the students together, all those who are taught one thing belong to the same class, for example: letters, letters, reading, etc. But it is also necessary to separate those who some of them learn one thing, but with varying degrees of success, and imprison especially good ones, especially mediocre ones and especially weak ones.
2. The teacher can ask students in classes or separately, calling them by name or giving any sign of accountability; however, not always in the same order or queue.
3. If a student wants to say something or get up from his seat, then he must let him know in advance by raising his hand and wait for permission from the teacher. No one should speak without permission.
4. When one student reads, or answers, or is asked, then all the others should read after him silently and be ready to answer as soon as they are asked... Sometimes it is also necessary, having asked about one thing, to ask about the same another and a third.
5. The teacher must pronounce all the words loudly, smoothly and clearly, turn his eyes everywhere and walk around all the students in order to see whether everyone is diligently listening to him and doing their job.
6. The teacher should especially help weak students and force them to answer more often and repeat the answers of others. But so that these things do not delay him for a long time, he can continue further if at least two-thirds of the students completely understood the previous one. Those few who did not have time to follow the others throughout school must either go one more time to the class in which they were lagging behind, or the teacher must show them especially beyond the usual hours.
III. The Benefits of Cumulative Instruction.
1. All teaching time is used for the benefit of each student, otherwise the teacher would be sure of the student’s attention only in those few minutes when it is the student’s turn to read.
2. Correction of errors benefits everyone.
3. Students' attention is retained and frisky behavior is discouraged.
4. Children learn this way faster and easier, and the teacher no longer needs to yell at those who are doing nothing but shouting often.
PART III. ABOUT THE TITLE, QUALITIES AND BEHAVIOR OF A TEACHER
CHAPTER I. ABOUT THE TITLE OF TEACHER
I. On the responsibilities of the teaching title.
1. Teachers are obliged, according to their condition, to take the place of parents for students; and therefore, the less the parents themselves help in instructing their children, the more work is the teacher’s duty...
3. The title of teachers obliges them to also try to make their students useful members of society; and for this purpose they should encourage youth more often to observe public positions, enlighten the minds of students and teach them how to think and act wisely, honestly and decently; and teach the prescribed sciences to youth in the way they need them in the community.
II. On the importance of the crime of teaching position
Teachers, not fulfilling the duties of their calling, sin
a) before God, when those who spread knowledge of God, reverence for God, and worship of God neglect to teach instructions;
b) before the government, from which they were accepted for this teaching and placed in their positions, when they neglect to make children capable of serving the government and the state;
c) before the parents of students who pay for their children when they do not try to teach their children for a regular fee what they should be taught;
d) in front of children, when they are poorly cared for, because teachers will have to answer for their ignorance and for all the bad consequences of it;
d) before themselves, because through this they expose themselves to the terrible judgment of God, they burden their conscience, and through omission of their position they fall into danger of eternal execution.
CHAPTER II. ABOUT THE QUALITIES OF A TEACHER
The good qualities of a teacher are:
I. Piety.
5. In his home he must be peaceful and decent, friendly and helpful to everyone.
6. He must especially avoid swearing, swearing... slander and foul language, as well as immoderate drinking and behavior with indecent women.
II. Love.
1. He must act with all his disciples in a fatherly manner, that is, kindly and lovingly.
2. He must treat them with affection and modesty and not show annoyance when they come to school or when they soon do not understand his suggestions.
3. He should let them notice that he is pleased when they are diligent and all go to school often, and that he loves them.
4. This love should not be childish, but always connected with a constant and important appearance; it should not be based on the wealth of the parents of the students, but on the good behavior and diligence of the children.
III. Cheerfulness.
The teacher should not be drowsy, gloomy or, when it is necessary to praise children, indifferent, but he should praise those who behave well and encourage others both by gentle persuasion and by showing how much he tries to endow everything with them.
IV. Patience.
1. When a teacher has students who are careless, playful and stubborn, and when, moreover, their parents blame him for the fact that their children do not learn anything, then he should not lose patience.
2. He must imagine that he, like a person, was born into the world for hard work...
VI. Diligence.
1. Diligent is the one who works tirelessly and with the greatest diligence on what he is obliged to do by his position, without weakening from any obstacles or difficulties; ...a teacher must be extremely diligent in order to make his students equally diligent through his example.
2. When a teacher does not take care of school even for the slightest reason, or often comes late, or begins to teach at the wrong time, or instead of teaching, corrects his household chores or some handicraft, then the children become just as careless, they come they go to school late, they don’t try as hard to study, or they don’t go at all.
3. Through his negligence, the teacher will lose the power of attorney of the parents, the love of the children and his salary, because the parents will not want to pay money in vain when their children learn so little or nothing at all.
Rules for students in public schools (excerpts)
(Published according to the publication: Yankovic de Mirievo F.I. Rules for students in public schools. St. Petersburg, 1807.
The document seems to complement the “Charter of Public Schools in the Russian Empire.” The “Rules...” provide a clear description of the responsibilities of students during training, but along with progressive trends, religious education takes place.)
II. HOW SHOULD STUDENTS GET TO SCHOOL, ENTER AND LEAVE IT?
A. How can they come to school?
1. Children who wish to borrow teaching from school must be presented to teachers by their parents or guardians in the summer before Fomin Monday, and in the winter by November 1, so that they are accepted and included in the list before the start of the educational course; those who did not appear by this time should be refused and sent away until the start of the next course of study, so that for the sake of one or two students the studies would not need to be started again.
2. A person who has been properly placed on the list of students must wash his face and hands every morning, before going to school, comb his hair and cut his nails if necessary... collect his books, notebooks, number board and everything he needs; then wait for the call to go to school, so that he gets there not too early or too late, but at the present time; The student is ordered not to have or carry any things with him or her for the games and fun of employees at school. Study hours, excluding Wednesday afternoon, since rest time, throughout the week are set in winter before lunch from 8 to 11, in summer from 7 to 10 o'clock, after lunch in winter from 2 to 4, and in summer from 2 to 5 o'clock.
3. Before coming to school, the student must think about his natural need, so that during his studies he will not be forced to leave the school, for such escapes are inconvenient to allow, and even if they were allowed, it was only a few suddenly, but always one after the other.
4. When a student actually goes from home to school, he must... go straight to the school in an orderly manner and, having entered the training room, bow to the teacher with affection, then sit directly on the bench shown to him and wait in silence and silence for the beginning of the teaching. Students are not always allowed to sit in the same place on the bench shown to each one, so that if they are late, they do not climb over the benches, but sit down in order, as one after another enters.
B. How to enter school.
1. In the teacher’s reasoning:
a) when the teacher, after reading the school prayer, begins to call the students by name on the list, then everyone should stand up decorously and say: “Here.” If someone has left the school before, then he must briefly and thoroughly offer the reason for his absence;
b) students must do everything that the teacher orders, and diligently listen to everything that is taught. Only the person being asked is allowed to answer, but when he is unable to answer, then the one who knows should let him know by raising his left hand that he is able to answer, but not before speaking until he receives permission; Moreover, he must look at the teacher and speak with decency;
c) each student should feel a special love and true filial trust for his teacher, and in educational circumstances ask for his advice and help; Moreover, make sure that everything that the teacher undertakes with him will contribute to his well-being;
d) students are obliged to show all respect and unquestioning obedience to their teachers; also show by look, word and deed that they recognize this duty and are ready to fulfill it...
e) whoever is not obedient to the teacher in his youth, having matured, usually does not submit to civil authority, and for this purpose the student must learn obedience in a timely manner at school and carry out all the teacher’s commands with possible obedience and due respect;
f) students must not only listen to the admonitions and warnings of their teacher, but also endure the very punishments inflicted to correct them without grumbling, for in this way they will acquire the ability, having become joint members of the state, to always be obedient and devoted to the authority placed over them;
g) a student who has completed his studies is not allowed to leave school without permission, but upon completion of teaching, he must, with his parents or guardians, come to the teacher, thank him for his work and, at the same time, ask him for a written certificate of his behavior.
2. With your students:
a) each student must show special love and inclination towards his fellow students, treat each other with courtesy and try to show them all kindnesses;
b) when someone complains to a teacher about his friend, he must present the guilt or offense caused to the teacher in the absolute truth. Students should not, for the insults caused to them, control themselves or get into a quarrel, fight and swear with slanderous words, and even less, every minute, out of malice, slander and vindictiveness, start various complaints, for from all this, love and harmony are needed in the community , are disproved;
c) when one of his fellow students is hunchbacked, lame, or has any other physical defect, then his comrades should not blame him or mock him, but should support him in brotherly love and treat him equally as with others;
d) when one of the students is punished for an offense he has committed, then other students should not mock him and divulge his punishment at home, but turn such a mistake into their own correction and precaution;
e) no one should damage the books and other things of his fellow students, and moreover, should not dare to appropriate anything that is not his own, or exchange things delivered to him from his parents among himself.
3. In the reasoning of strangers:
a) when strangers of spiritual or secular rank come to the school, then the students, upon their march to the training room, must get up from their seats and bow;
b) students in their presence should not look around or stand in an unruly and indecent manner, but turn their gaze to them in liveliness and vigor and, if questions arise, answer loudly and intelligibly with all decency; then, when they leave the school, give the usual thanks.
Q. How can students leave school?
1. When the school hours are over and the teacher dismisses the students, then no one should climb over the bench or under it, but always those who were sitting at the end of the bench should go out first, and those following them, one after another, stand side by side and two at a time row to leave the school; Moreover, pushing and other obscenities are especially prohibited.
2. Students, leaving school, should not linger on the streets, start games, shout or other dissipations, but walk straight home with decorum and decorum, bow politely to every passing person, and when they come home, first of all honor their parents or superiors by kissing their hands , then put your books in the proper place.
III. HOW DO STUDENTS OUTSIDE SCHOOL... ENTER
a) Students must not only act decently, humbly and decently in school, but also behave in the same way at home and in every place;
b) they must be obedient to their parents and superiors and urgently carry out orders from them;
c) when lunch time comes and the student is called to the table, he must... never sit down before his elders, and also take food before them, but must behave decently and decently during lunch, speak with the utmost courtesy...
d) the student, getting ready to sleep, must... wish his parents good night, then take off his dress and put it in the proper place, so that in the morning he can find it in the same place;
e) students should not, either at home or in any other place, start quarrels, obscene and shameful conversations and speeches, vain and fabulous tales and other things of the like, but spend their time decorously in diligent repetition of lessons;
f) students must show their high veneration, humility and obedience before spiritual and secular people and treat all people in a friendly manner;
g) they should not go playing in the streets with idlers, but for their own amusement, on the day of rest, go to school and from here go to the promenade; and in the game they must observe all decency, so that nothing insolent, seductive and harmful happens.
3. Each student must act in this way and observe these rules, so that the fruits of the instruction acceptable in the school will be revealed to the world in action and thereby bring honor to himself and the teachers. And whoever violates these willfully will subject himself to punishment without penalty.
Russian primer...(excerpts)
(Published according to the publication: Yankovic de Mirievo F.I. Russian primer for teaching young people to read. St. Petersburg, 1788.
Title page of the "Primer" by F. I. Yankovic de Mirievo
Sheets of the "Primer" by F. I. Yankovic de Mirievo
“Russian primer...” by F. I. Yankovic includes the ecclesiastical and civil alphabet, handwritten with capital and small letters, syllables, words; The primer contains short moral teachings in the form of artistic stories, fairy tales “The Bear and the Bees”, etc., short stories, multiplication tables, numbers.)
VI. BRIEF LESSON
When we don’t do anything bad, then we won’t be oppressed by any evil.
What we come to in our young years, we don’t understand in our old age.
What you don’t want for yourself, don’t want for the other.
Don’t take anything from someone else unless you steal it.
What do I need, when I work at home.
What kind of loan are we going to borrow?
Be kind and merciful; Give me something else, if you eat; bad-but-mu-mo-gi, when-somewhere u-chi-thread in co-sto-i-ni-i.
Did anyone hurt you, forgive him; o-you grieved someone, come to terms with him.
E-whether we'll love you, we'll love you from people.
Don’t envy anyone, but do good to everyone.
S-serve whoever you can and wait for all kind people.
Be obedient to your superiors, with your equals, and be kind to those below.
In-pro-sha-yu-shim from-ve-tea.
Do not do everything you can, but only what you have to do.
No-nothing without-court-but not na-chi-nay.
First, think about what you want to talk about.
Healthy race and good will do a lot of good things.
Whenever someone speaks, listen.
If you sin in anything, admit it without shame, because confession will be followed by forgiveness.
From not holding back, illnesses are born, and from illnesses, death itself comes.
Those who are able to live are healthy, long-lasting and good.
It is healthy to eat and drink in moderation.
Don’t s-tre-bleep without a call, don’t drink without a thirst.
From drunkenness, as from I-yes, y-y-y-yay.
God, that lush dress won't make you look foolish.
He who talks a lot, hears a few good speeches.
Go-vo-ri always tell the truth, but never lie. They rarely believe someone who lies once again. Don’t worry about old people, because you too are expected to live to be old.
VII. SHORT STORIES
EAGLE AND RAVEN
The raven, seeing the eagle descending on the lamb and rising up with it, wanted to follow it and so flew into another lamb, but it was too weak to lift it up; Moreover, he got so entangled in his fur with his claws that he could no longer fly. Seeing this, the shepherd immediately ran up and, cutting off his wings, gave him to his children for fun.
Moral teaching
1. A small person should not imitate a big person in everything, for he rarely succeeds in this, as happened with Petrusha, who, having once seen a gardener climbing a tree without any difficulty, decided to try it too, but he was still weak and could not to hold on properly, fell and (from which God save everyone!) broke his arm.
2. If we see or hear something bad from our elders, then all the less should we follow them.
In this case, Jacob was a very worthy child of love. When he heard that someone was swearing, swearing, or speaking some kind of superstitious speech, he immediately either covered his ears or left completely. Also, when he saw that people were quarreling, or fighting, or treating the poor unkindly, or offending someone, he slowly cried out to God and said: “Heavenly Father! Save me from such anger, so that I too will not be displeasing to you.”
BEAR AND BEES
Once upon a time a bear dared to enter an apiary where there were bees. After a short time, a bee flew in and stung him. This irritated bear went straight to the hives to destroy them all, but as soon as he took revenge on one bee for the insult, then the others, offended, flew at him and stung him so painfully that he almost lost his sight.
Moral teaching
1. Don’t go where you shouldn’t, because very unpleasant things can easily happen to you.
2. We must learn to endure small insults when we want to lead a calm life, for usually misfortune multiplies from revenge.
THE THIEF AND THE DOG
A thief once tried to sneak into the house of a certain rich man on a dark night, who had a dog that was very faithfully guarding his house, and as soon as he approached the house, the dog began to bark very loudly. The thief threw her a piece of bread and told her not to bark. The dog, no matter what, said: “Get out, you slacker! You are teaching me to become unfaithful to the owner who feeds and waters me for so long; You will never succeed in your intention.” At this she began to bark even louder, so that the people at home woke up, and as a result the thief was forced to flee as quickly as possible.
Moral teaching
1. There is nothing better than being faithful and obedient to your benefactor. If we like loyalty in animals, how much more should we like it in people?
2. One should not remain silent when one can hinder some evil.
THE HORSE AND HIS UNGRATEFUL MASTER
The horse, which had provided great services to its master for a long time, had finally become outdated and was so weakened that, while walking, heavily laden, it often stumbled and fell.
Once he was so heavily laden that, having fallen, he could no longer get up. In this case, the owner, remembering his previous services, should have endured and helped him, but he was so hard-hearted that he constantly beat the old horse.
Finally, in his rage, he hit the horse in the head, causing him to die. Here the owner’s bad deed turned to his detriment, for he himself was forced to carry the horse’s burden.
Moral teaching
1. There is nothing worse than consigning old benefits and services to oblivion.
2. A person who observes justice also has pity for livestock and always tries to make their life bearable.
3. A reasonable person is never inflamed with anger, because during it we often do what is unfair.
MONEY, THE POOR MAN AND HIS SON
A certain poor man, who had neither money nor bread to feed his children, went to a rich gentleman to ask him for work; for he was very honest, he did not want to be idle and go begging. Then, on occasion, he entered the upper room, where there was a lot of money. “Oh, father! - cried his son, whom he held by the hand. “Look how much money, perhaps, take as much as you want.”
“God bless me,” answered the father, “they are not mine; and one should not take the slightest from others, so as not to lose the favor of God and people.” “No one sees here,” answered the son.
“Of course,” the father said in response, “if people don’t see this, then God, who is present everywhere, sees. He will announce this to everyone if I steal here; and I will not gain eternal bliss for myself, for neither a thief nor an unrighteous person will receive the kingdom of heaven. Remember him, I tell you, my dear son!”
At that very time, the owner of that house, who had heard all this in the other room, came in, praised this poor man for his honesty and gave him as much money as he needed to live on.
Moral teaching
Learn, young children, how generously God rewards those who fear him.
BOY AND OLD MAN
A certain frivolous boy saw an old man walking past his gate, who walked bent over from extreme old age. The boy, not realizing that he would someday grow old, mocked the old man and showed all his wit.
The old man felt sorry for this reckless boy and instead of anger, turning around, he said to him affectionately: “My friend! Don’t laugh at an old person, you don’t know what can happen to you in your old age. If you had worked so much and served so much day and night, then you would not have foolishly mocked me.”
The boy, touched by this meek and unexpected answer, was ashamed of his action, came into repentance and threw himself on the old man’s neck, asking him for forgiveness with all his heart.
“I am glad,” answered the old man, “that you are trying to correct your mistake; just don’t do it in the future, so that God may grant you a joyful and prosperous life until old age.”
Moral teaching
We should not make fun of anyone, no matter how disfigured and ugly he may be: for through this we laugh at his creator...
OBSOLETE LION
The old lion, who had previously been very fierce, once lay exhausted in his cave and awaited death. The other animals, who had previously been filled with fear at the mere sight of him, did not regret him: for who would sympathize with the death of a troublemaker who left nothing safe? But on the contrary, they were even more glad that they would get rid of him.
Some of them, who were still disturbed by the insult inflicted by the lion, decided to prove to him their former hatred, because they did not think (I don’t know why) that it would bring them pleasure. The crafty fox bothered him with caustic words, the wolf reviled him in a terrible manner, the bull gored him with its horns, the boar took revenge on him with its fangs, even the lazy donkey beat him with its hooves, considering this a great feat. Only one generous horse stood without touching him, despite the fact that the lion tore his mother to pieces.
“Would you like,” asked the donkey, “to also beat the lion?” The horse said to him in response: “I consider it meanness to take revenge on an enemy who cannot do me any harm.”
Moral teaching
1. From a young age one should get used to being meek, merciful and supportive; This way we will make friends for ourselves, who will love us even in very old age and who will regret us after death.
2. There is nothing more generous than to forget the insults inflicted on us.
On the positions of man and citizen (chapters from the book)
(Published according to the publication: On the positions of man and citizen. St. Petersburg, 1783. First published in 1782 at the direction of Catherine II. It was believed that the author of the book was F.I. Yankovic, but there is no such indication in the Commission protocols.
“On the Positions of a Man and a Citizen” - an official manual (reading book) intended for public city schools, was intended to instill in students loyalty to the autocratic system from childhood. During the establishment of public schools, Catherine II pretended that she had withdrawn from direct participation in their organization; in fact, she controlled the publication of educational books, since their authors in most cases were progressive-minded university professors.
The book consists of an introduction “On well-being in general” and 5 parts: 1. On the education of the soul; 2. About the care of the body; 3. About public positions for which we are appointed by God; 4. About home economics; 5. About sciences, arts, crafts and handicrafts. During the period from 1783 to 1817, the book was reprinted 11 times and only in 1819 was it replaced by another manual, even more conservative. The “Anthology” contains chapters that reflect the education of universal human qualities, such as “On the Marital Union”, “On the Union of Parents and Children”, etc.)
ABOUT WELL-BEING IN GENERAL
1. Every person desires 1) well-being for himself, and 2) it is not enough that others think of us that we are prosperous, but 3) everyone wants to be truly prosperous and wants this well-being not for a short time, but 4) forever and forever...
We should never desire something that is indecent to our title, because it is impossible to obtain it: a vain desire would only torment our heart; and we can, according to our condition, be prosperous, although we are deprived of what others have in higher degrees.
5. People would not be tormented by so many vain desires if they knew that well-being is not contained in things outside of us. It does not consist in wealth, that is, in lands, many valuable clothes, magnificent jewelry or other things that are visible and around us. The rich can conveniently obtain such things for themselves, but through this they are not yet prosperous, and this proves that prosperity does not consist in the possession of such things.
6. True well-being lies within ourselves. When our soul is good, free from disordered desires and our body is healthy, then a person is prosperous; So, those people are the only truly prosperous people in the world who are satisfied with their condition, for without contentment, a calm conscience, piety and prudence, the richest and most noble can just as little be directly prosperous as a person of the lowest state.
To acquire a good conscience, health and contentment, we are obliged to: a) infuse our soul with virtue; b) take proper care of our body; c) fulfill public positions for which we are appointed by God; d) know the rules of the economy.
PART I. ABOUT THE FORMATION OF THE SOUL
Introduction
1. It is not only the body that we see that makes up a person. There is still something living in this body that we do not see. Whoever does not want to believe this, art itself teaches him that he remembers many things that he has long seen, heard, touched, tasted and smelled. There is not a single member in the human body that remembers the past. The bodily senses sense the present, but not the past; just as a person reminds himself of the past, therefore, there is something different in him from the body, which he recognizes from previous feelings; and this being, which knows other things in us, is called the soul.
2. The soul can remember the past, that is, it has a) memory. An attentive person can retain a lot in his memory, because he diligently listens to a lot: he completely remembers all the things and their circumstances that he carefully saw or heard. Memory is strengthened the more and longer a person uses attention; On the contrary, the frivolous and inattentive remembers nothing or very little, because for the most part he notices only half or incorrectly.
b) What the soul has impressed into memory, it further reflects on: one thought gives birth to another, and so the soul reasons and concludes; and when the soul can further reflect and reason about everything that it has contained in its memory, then it is said: it has a mind, or reason. If anyone correctly notices something and brings it to memory correctly, he can reason about it correctly. It is easy to see that there is a great need for the soul to reason correctly. Almost all things in the world have something in them that can either be useful or harmful to us. Evil often seems very pleasant, and good often has something in itself that is unpleasant to us, and whoever has not sufficiently consolidated all this in his memory, but merely imagines what seemed pleasant or unpleasant to him, but forgets true evil or good, is reasoning incorrectly and, sometimes considering evil for good, and good for evil, he often causes untold harm to himself.
c) Whatever we want, we want and desire, and not receiving it, we soon begin to do what we could do to get what we want. This action of the soul is called will. Desires and intentions are often so strong that a person spares neither his strength, nor his property, nor his health, nor his life, just to get what he wants; and from this it is clear that we need to know whether the things we desire are really good, or harmful, or only seem good. He who thinks incorrectly about things wants and does evil, while thinking about himself that he wants and does good. Memory, mind, or intelligence, will, desires and intentions are called mental powers.
3. When these mental powers are not sharpened by frequent exercise, are not guided and are not corrected by good instruction, then the imaginations that a person makes for himself about the things of light and well-being are often false and incorrect. He then does not learn to correctly distinguish between good and evil and considers that as good, by which he can calm the desires and inclinations of his heart. So, it is a great benefit for a person when he is taught how to think correctly, and therefore how to act correctly.
CHAPTER IV. ABOUT DUTY TO YOURSELF
1. About order.
Order is called the inclination and diligence to arrange one’s affairs as decently as their quality naturally requires; Have all your things in a certain place and store them there, so that in the necessary case you can quickly and unharmed find them.
A person who puts his dress, shoes, etc. in the evening in a certain certain and ordinary place, in the morning there will be no need to look for one here and look for another elsewhere; At the end of the game, everything must also be put back in its original place.
In a house in which there is no order, everything comes into confusion; In such a situation, whatever should be done in the morning is done at noon or in the evening...
2. About hard work.
He who always exercises himself in the work which he, by his condition and by the positions of his rank, must perform, is called a hard worker.
Diligence is the inclination and effort to do what someone, according to the circumstances of his condition, honestly acquires the necessary content for himself and his own, and righteously preserves the acquired property. Labor and work serve not only to acquire what is necessary for life, but also to exercise the necessary mind and physical strength, and, therefore, to maintain health.
And both the first and the second contribute to the production of human perfection, then our duty is to work.
We call work or labor all those exercises that we undertake either for ourselves or for the sake of others.
There is nothing more useful and necessary in the state than the hard work and diligence of its subjects; There is nothing more harmful than laziness and idleness. Laziness even robs you of your health. Those who have slept for a long time do not go to work cheerfully; food and drink are never so pleasant as if they were moving vigorously. Loving work is diligent; and he who hates is lazy. Labor is our position and the strongest shield against vice. A lazy and idle man is a useless burden on the earth and a rotten member of society.
3. About contentment.
Contentment is the inclination and effort to be content with righteously acquired possessions.
A poor man, who is satisfied with what he has, is much happier than a rich man, who always desires more and is never satisfied...
A contented person desires little for himself, and since he desires little, he often receives more than he hopes for; and so often there is a reason for unexpected joy.
4. About the farm.
Housekeeping is called the tendency and effort to arrange our income in such a way that everything we need is available in our house.
In a household, it is not enough to try to acquire an honest income, but you must also think about how to save what you have acquired and not spend money on unnecessary things.
No matter how great the parental inheritance is, it will soon be squandered when someone does not preserve it.
5. About thrift.
Thrift is the tendency and effort to arrange one's property or belongings in such a way that, after all the necessary expenses, one can also leave something behind and set aside for future needs.
Because we cannot know the adventures that lie ahead for us, through which we will either lose our property or be unable to acquire what we need, for this reason our duty is to think about such adventures and to save something from our present property...
PART II. ABOUT CARE OF THE BODY CHAPTER
Chapter I. ABOUT HEALTH
1. We call the health of our body that state when our body is free from all defects and diseases.
The health of the body dissolves our soul with joy and makes our interactions with sincere and reasonable friends cheerful, and the performance of official duties pleasant. Illness makes us sad, prevents us from communicating with good friends, deprives us of opportunities to have fun and enjoy various creations of nature at different times of the year... and, finally, plunges us and our family into poverty, disaster and death. So, it follows from this that we must monitor the health of our body.
2. The human body is subject to many attacks, from which physical defects, weaknesses and illnesses occur. People are born with some of them, and therefore they are hereditary; others, on the contrary, happen to a person in life, and therefore they are random.
3. Random physical defects, weaknesses and illnesses to which we are subject arise: a) partly from other people; b) partly from ourselves; c) partly also from unforeseen accidents.
4. The causes of illnesses that we receive from others are the following: a) carelessness and negligence of mothers, midwives, nurses and nannies; b) pampering during education: when children are given free rein in everything, their desires and whims are indulged; but for their disobedience and stubbornness they are not punished, or they are punished, but not in the right way; c) infection from others, when any disease from others sticks to us; d) reckless treatment of diseases; for example: when a patient is given hot drinks to drink in a fever, which is why he can easily go berserk and fall into even the most extreme danger of life; e) frivolity, when they scare children with devils, brownies and other fables that horrify them; for this also gives rise to various and dangerous seizures, such as birth sickness and falling sickness; f) bad examples and temptations at feasts or in inappropriate places and gatherings.
5. The causes of diseases that originate from us are the following: a) immoderation in food and drink; b) consumption of unripe vegetables and fruits, as well as unhealthy and heavy foods for the stomach; c) neglect due to heat and cold; d) sitting or standing in a draft wind, and especially when we get hot; e) dampness and stuffiness in homes; f) cruel passions, such as anger, sadness, grief, etc.; g) fornication and all carnal uncleanness, from which terrible, clinging diseases are born that extend from generation to generation; h) careless use of any weapons and tools; i) carelessness in climbing, wrestling, jumping, lifting weights, etc.; j) omission of suitable drugs; k) careless use of good medicines and blind use of superstitious methods.
6. Unforeseen accidents are also often the cause of serious illnesses, such as sudden fear, unexpected shame, a blow, a fall, contagious air, etc. In such cases, good spirits are needed.
PART III. ABOUT THE PUBLIC POSITIONS FOR WHICH WE ARE DEFINED BY GOD
CHAPTER I. ABOUT THE PUBLIC UNION IN GENERAL
1. Every person must love his own person, that is, other people, and do as much good for them as he can according to his circumstances, so that every person wants the same from others and for himself.
2. That state in which everything necessary for the needs and benefits of human life is easy to obtain, can be calmly owned and enjoyed, is called external well-being.
3. People without the help of others cannot provide themselves with all the needs and benefits of life due to many obstacles; Consequently, they cannot bring themselves to a state of external well-being, but they require the assistance of other people. This provided the reason that many people united into one society with the intention of helping each other in whatever was necessary for their needs and benefit.
4. From this it follows that we must love those who either really help us in this external well-being, or can help us, that is, to the extent of our ability, show kindness and be useful, and therefore, mutually seek their well-being. So, love of humanity is the foundation of society.
CHAPTER II. ABOUT MARITAL UNION
1. The first union is marital. This union is the most ancient, because God himself established it in paradise: the intention and end of it is the continuation of the human race.
2. One only husband and one only wife make up this union. These must love each other, be faithful to each other and stay together until death separates them...
CHAPTER III. ABOUT THE UNION OF PARENTS AND CHILDREN
From the first marital union, when children are born, another begins, namely the union of parents and children.
1. Parents, in general, should take care of their children. While children are small and are not yet able to help themselves, parents must feed them, educate them and show them what they need to do; for the fact that children themselves do not yet understand what is good or really useful for them, and that without the care and guidance of their parents, for the sake of their weakness in gaining and for the sake of the weakness of their physical and mental strength, they would be subject to lack and much harm. This care of parents for their children should be in their upbringing; and education consists in instructing children in every good thing, in everything that is necessary for their circumstances, and especially in the law of God, either by ourselves or through others, by setting good examples, by averting the evil that is born in them, and, when admonitions are not useful, punish, but without harming them, so that immeasurable severity does not make them irritated and bitter. Parents should also try to collect some property for their children and leave it to them; Parents’ negligence about everything mentioned here is a grave crime of their duties.
2. But children also have a very great obligation to their parents: since they received their life from them, they should be very grateful to them. They are obliged to honor their parents not only in words, but in heart and deed, and for this they receive God’s blessing; they must obey, and show their obedience especially in order to accept the admonitions of their parents and follow their instructions. Children should not crush their parents, but try to please them, should not upset them, nor irritate them, nor offend them, nor despise them...
(1741 )- Novi Sad, Serbia
- Saint Petersburg, Russian empire
Biography
Origin
Serbian by origin. Born in 1741 in the town of Kamenice-Sremska (Serbian), near Petrovaradin.
Yankovic was the director of the main public school and teachers' seminary under it until May 17, 1785, when, due to numerous responsibilities for preparing and implementing educational reform in Russia, he was relieved of the direct management of these educational institutions.
Empress Catherine II repeatedly honored Yankovic with her attention. In 1784 he was awarded the rank of collegiate councilor, and in 1793 - state councilor. In addition, he was awarded the Order of St. Vladimir - 4th Art. (1784), and then 3rd Art. (1786). In 1791, Catherine granted him a village in the Mogilev province and in the same year ranked him among the Russian nobility. During the reign of Emperor Paul I, he was awarded the rank of full state councilor and, in addition to the salary he received, he was given a pension of 2,000 rubles, and in 1802 he was granted rent in the Grodno province.
Education reform in Russia
According to the reform developed by Janković, public schools were to consist of three categories: small schools (two-class), secondary schools (three-class) and main schools (four-class).
In first-class schools they were supposed to teach - in the first grade: reading and writing, knowledge of numbers, church and Roman numerals, the abbreviated catechism, sacred history and the original rules of Russian grammar. In the 2nd - after repeating the previous one - a lengthy catechism without evidence from the Holy Scriptures, reading the book “On the Positions of Man and Citizen”, arithmetic of the 1st and 2nd parts, calligraphy and drawing.
In schools of the 2nd category, the first two classes of small schools were joined by a third class, in which, while repeating the previous one, they were supposed to teach a lengthy catechism with evidence from the Holy Scriptures, reading and explanation of the Gospel, Russian grammar with spelling exercises, general history and General and Russian geography in abbreviated form and calligraphy.
Schools of the 3rd category (main) were supposed to consist of 4 classes - the course of the first three was the same as in secondary schools; in the fourth grade the following were to be taught: general and Russian geography, general history in more detail, Russian history, mathematical geography with problems on the globe, Russian grammar with exercises in written exercises used in the hostel, such as in letters, bills, receipts etc., foundations of geometry, mechanics, physics, natural history and civil architecture and drawing.
The preparation of the first teachers for public schools, familiar with the requirements of didactics and pedagogy, lay solely with Janković. In this matter, he was a complete master, examined young people who wanted to devote themselves to the teaching profession, introduced them to teaching methods and, at the request of the commission, appointed them to one or another position, depending on the abilities of each.
In 1785, the commission instructed Yankovic to draw up regulations for private boarding houses and schools, which were later included in the charter of public schools, approved on August 5, 1786. According to the regulations, all private boarding houses and schools were to be subordinated, along with public schools, to the administration of the orders of Public Charity. Education in private schools, equal to public ones, was supposed to be distinguished by family friendliness, simplicity in lifestyle and carried out in a religious spirit.
The moral means of action on students were defined in the following words of instruction:
| Most of all, it is entrusted to keepers and teachers, so that they try to instill in their pupils and students the rules of honesty and virtue, preceding them in both deeds and words: for the sake of which they should be with them inseparably and remove from their eyes everything that could be a reason to the temptation... to keep them, however, in the fear of God, forcing them to go to church and pray, getting up and going to bed, before starting and ending the teaching, before the table and after the table. Try also to give them innocent pleasures, when there are convenient occasions, turning them into rewards and always giving advantages to the most diligent and well-behaved |
It is impossible not to notice, however, that Yankovic’s order had a very weak influence on the spirit of teaching and education in private boarding houses and schools. The reasons for this were, on the one hand, the lack of educators who corresponded to the ideal presented in the order, and on the other, the important circumstance that the requirements of the then society were far below this ideal and therefore made it possible for the existence of bad boarding schools, as long as they taught in them French language and dance.
Yankovic's order for private boarding houses contained a bold permission for that time to raise male and female children together, and the owners were required to have separate rooms for children of different sexes. This provision was repealed in 1804. One of the shortcomings of the order was that it spoke only about private teachers in boarding houses and schools, but private teachers teaching in private homes were overlooked. The method of their examination and their attitude towards the school authorities remained uncertain. Such uncertainty naturally entailed a weakening of supervision over home teaching and opened up a wide field for abuse, especially on the part of foreign teachers.
The teaching method according to Yankovic should have consisted of corporate instruction, corporate reading, pictures through initial letters, tables and questioning.
Yankovic was a supporter of live teaching of subjects as opposed to the scholastic and mechanistic methods of teaching that existed at that time. Subsequently, his methods were extended, in addition to public schools, to religious schools and military corps.
Tutorials and Guides
Yankovic also took an active part in the compilation of textbooks and teaching aids for teachers.
He owns the following textbooks and manuals:
- Alphabetical tables for storage of church and civil press (1782)
- Primer (1782)
- Abridged Catechism with and without Questions (1782)
- Copybooks and with them a manual for penmanship (1782)
- Rules for Students (1782)
- A Long Catechism with Proofs from the Holy Scriptures (1783)
- Sacred History (1783)
- World History (1784)
- Spectacle of the Universe (1787)
- An Abridged Russian History Extracted from a Detailed History Composed by Stritter (1784)
- Abbreviated Russian geography
- General description of land.
Work at the Russian Academy
Almost immediately upon his arrival in Russia, in 1783, Yankovic was elected to the first composition
The pseudonym under which the politician Vladimir Ilyich Ulyanov writes. ... In 1907 he was an unsuccessful candidate for the 2nd State Duma in St. Petersburg.
Alyabyev, Alexander Alexandrovich, Russian amateur composer. ... A.'s romances reflected the spirit of the times. As then-Russian literature, they are sentimental, sometimes corny. Most of them are written in a minor key. They are almost no different from Glinka’s first romances, but the latter has stepped far forward, while A. remained in place and is now outdated.
The filthy Idolishche (Odolishche) is an epic hero...
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Dahl, Vladimir Ivanovich
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Varlamov, Alexander Egorovich
Varlamov, apparently, did not work at all on the theory of musical composition and was left with the meager knowledge that he could have learned from the chapel, which in those days did not at all care about the general musical development of its students.
Nekrasov Nikolay Alekseevich
None of our great poets has so many poems that are downright bad from all points of view; He himself bequeathed many poems not to be included in the collected works. Nekrasov is not consistent even in his masterpieces: and suddenly prosaic, listless verse hurts the ear.
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Eberhardt, Gobi
Gobi Eberhardt(German) Goby Eberhardt, full name Johann Jakob Eberhardt; March 29, 1852, Frankfurt am Main - September 13, 1926, Lübeck) - German violinist, music teacher and composer. Father of Siegfried Eberhardt.
He developed an original pedagogical methodology in which exercises for the left hand without producing sounds occupied an important place. He was also interested in the problems of psychological and physiological naturalness in the work of a performer: already in 1907 he dedicated the book “My system of exercises for violin and piano on a psychophysiological basis” to this issue (German. Mein System des Übens für Violine und Klavier auf psycho-physiologischer Grundlage). Eberhardt passed on this interest to his son, with whom he co-authored his last methodological book, “The Natural Path to Higher Virtuosity” (German). Der natürliche Weg zur höchsten Virtuosität; 1924). In addition, in 1926 he published a book of essays about outstanding musicians, “Memoirs of Famous People of Our Era” (German. Erinnerungen an bedeutende Männer unserer Epoche).
§ Eberhardt, Gobi: sheet music of works on the International Music Score Library Project
http://ru.wikipedia.org/w/index.php?title=%D0%AD%D0%B1%D0%B5%D1%80%D1%85%D0%B0%D1%80%D0%B4 %D1%82,_%D0%93%D0%BE%D0%B1%D0%B8&printable=yes
Yankovic de Mirievo, Fedor Ivanovich
Material from Wikipedia - the free encyclopedia
Fedor Ivanovich Yankovic (de Mirievo)(1741-1814) - Serbian and Russian teacher, member of the Russian Academy (since 1783). He was a developer and active participant in educational reforms in the Austrian and Russian empires in the second half of the 18th century. He is considered one of the followers of Ya. A. Comenius.
Biography
Origin
Serbian by origin. Born in 1741 in the town of Kamenice-Sremska (Serbian), not far from Petrovaradin.
When the Turks captured Serbia, the Janovich family, being one of the oldest noble families and owning the village of Mirievo near Belgrade, together with many noble Serbs moved to Hungary in 1459. Here the family became famous in numerous wars with the Turks, for which Emperor Leopold I granted it certain privileges.
In Austria
He received his education at the University of Vienna, where he studied jurisprudence, office subjects and sciences related to internal state improvement.
After graduating from the university, he entered the service as a secretary to the Temesvar Orthodox Bishop Vikenty Ioannovich Vidak, who later became the Karlovac Metropolitan (Serbian). In this position, he held pro-Austrian views and advocated cooperation with the Catholic Church.
In 1773, he was appointed the first teacher and director of public schools in the Temesvar Banat, taking part in this position in the implementation of the educational reform undertaken by Empress Maria Theresa. The purpose of the reform was to introduce a new education system in Austria, following the example already introduced in Prussia, developed by the abbot of the Sagan monastery Felbiger (English). The advantage of the new system, introduced in 1774, was the construction of a coherent system of primary and higher public schools, careful training of teachers, rational teaching methods and the establishment of a special educational administration. As director of schools in a province populated by Orthodox Serbs, Jankovic's responsibility was to adapt the new educational system to local conditions.
In 1774, Empress Maria Theresa granted Jankovic the title of nobility of the Austrian Empire, adding the title de Mirievo, after the name of the village that belonged to his ancestors in Serbia. The letter said: “We favorably noticed, saw and recognized his good morals, virtue, intelligence and talents, which were reported to us with praise.”
In 1776, he visited Vienna and got acquainted in detail with the teacher’s seminary there, after which he translated into Serbian the German manuals introduced into new schools, and compiled a manual for teachers in his province under the title: “A manual book needed by the masters of Illyrian non-Uniate small schools.”
In Russia
During a meeting in 1780 in Mogilev with Catherine II, the Austrian Emperor Joseph II told her about the educational reform carried out in Austria, gave her Austrian school textbooks and described Yankovic to the Empress as:
In 1782, Jankovic moved to Russia. On September 7, 1782, a decree was issued establishing commissions of public schools, led by Peter Zavadovsky. Academician Franz Epinus and Privy Councilor P. I. Pastukhov were appointed members of the commission. Yankovic was brought in as an expert employee, which did not quite correspond to his leadership role, since the entire burden of the upcoming work was entrusted to him: it was he who drew up the general plan for the new educational system, organized a teachers' seminary, and translated and revised educational manuals. He had to prepare materials on various issues and present them for discussion to the commission, which almost always approved them without changes. It was only in 1797 that Jankovic was included in the commission.
On December 13, 1783, a teacher's seminary was opened in St. Petersburg, the leadership of which was taken over by Yankovic as the director of public schools in the St. Petersburg province. At the Yankovic Open Seminary, special attention was paid to organizing the educational and educational parts, supplying the seminary with all the necessary teaching aids. In the natural history classroom he organized a meeting the most important rocks from the animal and fossil kingdoms and herbarium. For the mathematics and physics classes, the necessary models and tools were purchased, and for mechanics and civil architecture, various drawings and machines were ordered from Vienna. At the insistence of Yankovic, corporal punishment was prohibited in the seminary and the main public school.
Yankovic was the director of the main public school and teachers' seminary under it until May 17, 1785, when, due to numerous responsibilities for preparing and implementing educational reform in Russia, he was relieved of the direct management of these educational institutions.
Empress Catherine II repeatedly honored Yankovic with her attention. In 1784 he was awarded the rank of collegiate councilor, and in 1793 - state councilor. In addition, he was awarded the Order of St. Vladimir - 4th Art. (1784), and then 3rd Art. (1786). In 1791, Catherine granted him a village in the Mogilev province and in the same year ranked him among the Russian nobility. During the reign of Emperor Paul I, he was awarded the rank of full state councilor and, in addition to the salary he received, he was given a pension of 2,000 rubles, and in 1802 he was granted rent in Grodno province.
After the establishment of the Ministry of Public Education in 1802, Yankovic became a member of the newly formed commission on schools, which in 1803 became known as the Main Board of Schools. However, in the ministry, whose activities were initially led by a circle of personal friends of Emperor Alexander I, Yankovic did not enjoy influence.
In 1804 he left the service, since excessive labor completely exhausted his mental and physical strength.
YANKOVICH FEDOR IVANOVICH (DE MIRIEVO)
Yankovic de Mirievo (Fedor Ivanovich) - teacher (1741 - 1814). He came from an ancient Serbian family that moved to Hungary in the mid-15th century. Studied jurisprudence, government and economic sciences at the University of Vienna; became a secretary to the Temesvar Orthodox bishop. In 1773, Janković, appointed as the first teacher and director of public schools in the Temesvár Banat, took part in the implementation of the extensive educational reform undertaken by Empress Maria Theresa. The purpose of this reform was to introduce in Austria a new system of public education, which first appeared in Prussia and was developed by the abbot of the Sagan Augustinian monastery, Felbiger. The advantages of the new system, legalized by the charter of 1774, were the orderly concentration of primary and higher public schools, careful training of teachers, rational teaching methods, and the establishment of a special educational administration. Jankovic's responsibility, as director of schools in a province populated by Orthodox Serbs, was to adapt the new educational system to local needs and conditions. In 1776, he visited Vienna and got acquainted in detail with the teachers’ seminary there, after which he translated into Serbian the German manuals introduced into new schools, and compiled a manual for teachers in his province, entitled: “A manual book needed by the masters of Illyrian non-Uniate small schools ". In 1774, he received the dignity of nobility and the name de Mirievo was added to his surname, as his family estate in Serbia was called. Soon after the new system of public education was established in Austria, Empress Catherine II decided to introduce this system in Russia. Emperor Joseph II introduced the Empress to her during a meeting in Mogilev, and at the same time he wrote out textbooks for Austrian normal schools for her and pointed out to her Yankovic as the person most suitable for organizing public schools in Russia according to the Austrian model. Soon after Yankovic's arrival, in 1872, it was formed under the chairmanship of P.V. Zavadovsky commission on the establishment of public schools, which included Epinus, Pastukhov and Yankovic. The commission was tasked with: 1) drawing up and gradually implementing a general plan for public schools, 2) preparing teachers, and 3) translating into Russian or re-composing the necessary educational manuals. Yankovic took an active part in the implementation of all these enterprises. The educational part of the initial plan for the establishment of public schools compiled by him was approved on September 21, 1782. At the same time, Yankovic took the position of director of the St. Petersburg Main Public School, which initially focused on teacher training. He held this position until 1785, when he was replaced by O.P. Kozodavlev; but even after that, all orders concerning schools and especially the teacher’s seminary that was attached to him were made on the advice of Yankovic. Yankovic put most of his work into translating from German or compiling textbooks for public schools. More than half of the textbooks were compiled either by Yankovic himself, or according to his plan and under his leadership, or, finally, redone by him, and all of them were approved by the empress, for whose approval they were all submitted, with the exception of mathematical ones. Finally, Yankovic participated in the resolution of all emergency educational issues referred to the commission: in the transformation of the curricula of the corps of the land, artillery, engineering, society for the education of nobles and the school for bourgeois maidens and private educational institutions, in the consideration of higher educational institutions in Austria, on the model of which it was planned to organize Russian universities and gymnasiums. The commission also entrusted, for the most part, Yankovic with drawing up instructions to the heads and visitators (inspectors) of educational institutions. Elected in 1783 to a member of the Russian Academy, he was involved in works on the derivative dictionary. The section on the letters I and I was compiled by him together with Metropolitan Gabriel of St. Petersburg. Following this, he was instructed to supplement and republish the comparative dictionary of all languages compiled by Academician Pallas. This work, completed in 1791, was published under the title: “A comparative dictionary of all languages and dialects, arranged in alphabetical order.” It contained 61,700 words from 279 languages - European, Asian, African and American. Upon the establishment of the Ministry of Public Education in 1802, Yankovic became a member of the newly formed commission on schools, which in 1803 became known as the main board of schools. In the ministry, whose activities at first were led by a circle of personal friends of Emperor Alexander I, Yankovic did not enjoy influence, although he worked on all the most important administrative and educational issues. In 1804 he left the service. Wed. A. Voronov “Fedor Ivanovich Yankovic de Mirievo, or Public Schools in Russia under Empress Catherine II” (St. Petersburg, 1858); his “Historical and statistical review of educational institutions of the St. Petersburg educational district from 1715 to 1828 inclusive” (St. Petersburg. , 1849); Count D.A. Tolstoy “City schools during the reign of Empress Catherine II” (St. Petersburg, 1886, reprint from volume LIV of “Notes of the Imperial Academy of Sciences”); S.V. Rozhdestvensky "Historical review of the activities of the Ministry of Public Education. 1802 - 1902" (St. Petersburg, 1902). S. R-sky.
Brief biographical encyclopedia. 2012
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Korneliy Agafonovich (1901-82), teacher, doctor of science. Academy of Pedagogical Sciences of the USSR (1968), Doctor of Pedagogical Sciences and Professor (1944), specialist in agricultural education. Was a teacher... - IVANOVICH
(Ivanovici) Joseph (Ion Ivan) (1845-1902), Romanian musician, conductor of military bands. Author of the popular waltz "Danube Waves" (1880). In the 90s lived... - DE in the Modern Encyclopedic Dictionary:
- DE
(DEZ...) (Latin de... French de..., des...), a prefix meaning: 1) absence, cancellation, elimination of something (for example, demobilization, degassing, disorientation) 2) movement down, … - DE... in the Encyclopedic Dictionary:
before the vowel DEZ... A prefix in foreign words denoting: 1) destruction, removal, for example: deratization, deportation, disinfestation; 2) opposite action, e.g.: release, ... - DE in the Encyclopedic Dictionary:
, particle (simple). The same as they say. .., console. Forms verbs and nouns with meaning. absence or opposite, e.g. d-videologization,... - FEDOR in the Big Russian Encyclopedic Dictionary:
"FEDOR LITKE", the linear icebreaker grew. Arctic fleet. Built in 1909, displacement. 4850 tons. In 1934 (captain N.M. Nikolaev, scientific director ... - FEDOR in the Big Russian Encyclopedic Dictionary:
FEDOR PEASANT, see Peasant... - FEDOR in the Big Russian Encyclopedic Dictionary:
FEDOR IVANOVICH (1557-98), Russian. king since 1584; the last king of the Rurik dynasty. Son of Tsar Ivan IV the Terrible. Ruled nominally. WITH … - FEDOR in the Big Russian Encyclopedic Dictionary:
FEDOR BORISOVICH (1589-1605), Russian. Tsar in April - May 1605. Son of Boris Godunov. When approaching Moscow, False Dmitry I was overthrown in... - FEDOR in the Big Russian Encyclopedic Dictionary:
FEDOR ALEXEEVICH (1661-82), Russian. Tsar since 1676. Son of Tsar Alexei Mikhailovich and M.I. Miloslavskaya. Produced by F.A. carried out a number of reforms: introduced... - FEDOR in the Big Russian Encyclopedic Dictionary:
FEDOR II, see Tewodros II... - IVANOVICH in the Big Russian Encyclopedic Dictionary:
IVANOVIC (Ivanovici) Joseph (Ion, Ivan) (1845-1902), rum. musician, military conductor. orchestras. Author of the popular waltz "Danube Waves" (1880). In the 90s ... - DE in the Big Russian Encyclopedic Dictionary:
HAAZA - VAN ALPEN EFFECT, oscillating dependence of the magnetic susceptibility of metals and semimetals on the intensity of the applied magnetic field. fields N. Observed... - DE in the Big Russian Encyclopedic Dictionary:
FRIES (De Vries) Hugo (1848-1935), Dutch. botanist, one of the founders of the doctrine of variability and evolution, in. h.-k. RAS (1924), in. ... - DE in the Big Russian Encyclopedic Dictionary:
FRIES, Frieze (de Vries) Martin Geritson (17th century), Dutch. navigator. In 1643-44 he explored the east. coast of the islands of Honshu and... - DE in the Big Russian Encyclopedic Dictionary:
FOREST L., see Forest L. ... - DE in the Big Russian Encyclopedic Dictionary:
FILIPPO (De Filippo) (real name Passarelli, Passarelli) Eduardo (1900-84), Italian. playwright, director, actor. Creativity is associated with neorealism. In the plays the social... - DE in the Big Russian Encyclopedic Dictionary:
THAM (De Tham) (Hoang Hoa Tham, Hoang Noa Tham) (c. 1857-1913), head of the military. speeches against the French. colonialists in the North. Vietnam... - DE in the Big Russian Encyclopedic Dictionary:
TU Zh., see Tu... - DE in the Big Russian Encyclopedic Dictionary.
- DE in the Big Russian Encyclopedic Dictionary:
SANTIS (De Santis) Giuseppe (1917-97), Italian. film director. One of the founders of neorealism. Participant Dv. Resistance F.: “Tragic Hunt” (1947), “No Peace... - DE in the Big Russian Encyclopedic Dictionary:
SANCTIS (De Sanctis) Francesco (1817-1883), Italian. literary historian, critic and society. activist, one of the ideologists of the Risorgimento; adjacent to... - DE in the Big Russian Encyclopedic Dictionary:
SABATA (De Sabata) Victor (1892-1967), Italian. conductor, composer. In 1927-57 he was the conductor of La Scala Theater. He performed in many countries. One of … - DE in the Big Russian Encyclopedic Dictionary:
QUINCY, De Quincey Thomas (1785-1859), English. writer. Autobiography pov "Confession of an Englishman, an Opium Smoker" (1822) with a description of the sensations of a visionary. ... - DE in the Big Russian Encyclopedic Dictionary:
KRUIF, De Kruif Paul (1890-1971), Amer. writer. One of the creators of scientific and artistic literature (book "Microbe Hunters", 1926; ... - DE in the Big Russian Encyclopedic Dictionary:
GOLL Sh., see Goll Sh. ... - DE in the Big Russian Encyclopedic Dictionary:
GASPERI (De Gasperi) Alcide (1881-1954), leader of the Italian. Christian-Democratic party (since 1944). De G.'s activities mean. provided the party with... - DE in the Big Russian Encyclopedic Dictionary:
Broglie L., see Broglie L. ... - DE in the Big Russian Encyclopedic Dictionary:
BARI G.A., see Bari... - FEDOR in the Dictionary for solving and composing scanwords:
Male... - FEDOR in the Russian Synonyms dictionary:
Name, … - -DE in Lopatin’s Dictionary of the Russian Language:
- FEDOR in the Complete Spelling Dictionary of the Russian Language:
Fedor, (Fedorovich, ... - -DE in the Spelling Dictionary:
-de, particle - is written with a hyphen with the preceding word: `on-de, ... - DE in Dahl's Dictionary:
a particle meaning the introductory words of another, the transfer of someone else's words; say, disk, they say, ml. He says, I won’t go, no matter what you want... - IVANOVICH
(Ivanovici) Joseph (Ion, Ivan) (1845-1902), Romanian musician, conductor of military bands. Author of the popular waltz “Danube Waves” (1880). In the 90s ... - DE in Ushakov’s Explanatory Dictionary of the Russian Language:
particle (colloquially). Usage when transmitting someone else's speech into meaning. they say - You and the master, he says, are swindlers... We, he says, are sort of... - YANKOVICH DE MIRIJEVO in the Pedagogical Encyclopedic Dictionary:
[Mirievsky (Jankovi/c Mirijevski)] Fyodor Ivanovich (1741, according to other sources, 1740-1814), Serbian by origin. Teacher, member of the Russian Federation. academy (1783). Received … - YANKOVICH DE MIRIJEVO in the Big Encyclopedic Dictionary:
(Jankovic Mirijevski) Fedor Ivanovich (Theodor) (1741-1814) Serbian and Russian teacher, follower of J. A. Komensky, member of the Russian Academy of Sciences (since 1783). WITH … - YANKOVICH DE MIRIEVO FEDOR IVANOVYCH in the Great Soviet Encyclopedia, TSB:
de Mirievo [Mirievsky (Jankovic Mirijevski)] Fedor Ivanovich (Theodor), Russian and ... - YANKOVICH DE MIRIJEVO in the Brockhaus and Efron Encyclopedia:
(Fedor Ivanovich)? teacher (1741?1814). He came from an ancient Serbian family that moved in the mid-15th century. to Hungary. Studied at the Viennese... - YANKOVICH DE MIRIJEVO in the Modern Explanatory Dictionary, TSB:
(Jankovic Mirijevski) Fedor Ivanovich (Theodor) (1741-1814), Serbian and Russian teacher, follower of J. A. Komensky, member of the Russian Academy of Sciences (since 1783). ... - YANOVICH DE MIRIEVO FEDOR IVANOVICH in the Encyclopedic Dictionary of Brockhaus and Euphron:
teacher (1741-1814). He came from an ancient Serbian family that moved in the mid-15th century. to Hungary. Studied jurisprudence at the University of Vienna, government...
Discourse analysis and an example of discourse analysis An example of discourse analysis using
Analysis of the poem. "The boat of languor." Analysis of the poem Analysis of Balmont's poem "The Shuttle of Longing"
Main tasks and responsibilities of the Admissions Committee