scholarly journals Educational Institutions under the Ecclesiastical Department in the Russian Empire (1860–1917): A Historical-Statistical Study

2020 ◽  
Vol 9 (3) ◽  
Keyword(s):  
Statistical Study ◽  
Russian Empire ◽  
Educational Institutions ◽  
The Russian Empire

scholarly journals The question of the teaching of God's Law in the Journals and Minutes of the Presidium of the Supreme Court

2019 ◽  
pp. 226-235
Author(s):  
Владислав Иванович Пшибышевский
Keyword(s):  
Russian Empire ◽  
Educational Institutions ◽  
Religious Knowledge ◽  
Knowledge Of God ◽  
The Supreme Court ◽  
The Subject ◽  
The Law ◽  
The Russian Empire ◽  
The 19Th Century

Предмет «Закон Божий» являлся один из самых главных предметов в низших и средних учебных заведениях Российской империи на протяжении двух веков. Под влиянием предмета, дающего знания о Боге, предмета важного не только в образовательном, но и в воспитательном значении, выросло не одно поколение православного населения России. Изучение этого предмета было обязательным для всех детей, принявших Святое Крещение в Православной Церкви. Закону Божию обучали и на дому, но главным местом, где ребёнок мог впитать религиозные знания, была школа. Преподавали Закон Божий в основном священники, а должность их называлась «законоучитель». Законоучитель наравне с другими преподавателями пользовался всеми правами государственной службы. К концу XIX века появились проблемы, связанные с процессом преподавания Закона Божия, в отношении предмета учебные программы устарели, в отношении законоучителей появлялись, в силу определённых обстоятельств, неоднократные случаи нерадивого отношения к своему делу, в отношении самих учащихся было зафиксировано большое количество случаев активных выступлений против изучения Закона Божия. Все вышеперечисленные проблемы пытались решить в свете церковных реформ начала прошлого столетия. Данная статья посвящена вопросу преподавания Закона Божия в работе Высочайше учреждённого Предсоборного Присутствия. В исследовании рассмотрено место предмета «Закон Божий» в заседаниях данного органа, заинтересованность им членами Присутствия, предложения по улучшению качества преподавания столь важного предмета и его сохранению в списке обязательных предметов в учебных заведениях Российской империи. The subject of the Law of God was one of the most important subjects in the lower and secondary schools of the Russian Empire for two centuries. It was a subject which gave knowledge of God, a subject important not only in its educational, but also in its educational meaning, and under the influence of which several generations of the Orthodox population of Russia grew up. The study of this subject was obligatory for all children who received holy Baptism in the Orthodox Church. The Law of God was also taught at home, but the main place where a child could absorb religious knowledge was in school. The Law of God was taught mainly by priests, and their post was called a teacher of the law. The teacher of the law enjoyed all the rights of public service on an equal footing with other teachers. By the end of the 19th century, problems associated with the process of teaching the Law of God had appeared, the syllabus for the subject was out of date, there were repeated cases of negligence on the part of the teachers, and there were many cases of active protests against the teaching of God's Law by the students themselves. All the above-mentioned problems tried to be solved in the light of the church reforms of the beginning of the last century. This article is devoted to the question of teaching God's Law in the work of the Presidium of the Most High Council. The research examines the place of God's Law subject at the meetings of this body, the interest of the Presence members in it, the suggestions to improve the quality of teaching such an important subject and its preservation in the list of obligatory subjects in the educational institutions of the Russian Empire.

scholarly journals Professional education on the outlying territories of the Russian Empire in the 1880s – early 19th century

2020 ◽  
Vol 9 (2) ◽  
pp. 178-183
Author(s):  
Maria V. Rygalova
Keyword(s):  
Professional Education ◽  
Indigenous Population ◽  
Russian Empire ◽  
Educational Institutions ◽  
Technical Knowledge ◽  
Early 19Th Century ◽  
Trade Relations ◽  
Social Sphere ◽  
Trained Personnel ◽  
The Russian Empire

The development of professional educational institutions in Russia has become a necessary stage in the development of education. This is due to changes in the socio-economic sphere, the growth and development of trade relations, the development of technical knowledge, as well as the need for specialists in these areas. The Russian Empire underwent modernization processes. This required providing all spheres (economy, social sphere) with trained personnel. This led to the establishment of a network of professional educational institutions. On the outlying territories this happened several decades later and they had their own specifics, for example, the composition of the population (a large percentage of the indigenous population, peasant migrants), as well as the low level of literacy in general. In addition, the establishment of professional educational institutions on these territories was dictated by the private need for a particular area, often a city and a county. Mainly Russian settlers got professional education. However, by the beginning of the 20th century there were more and more students from the indigenous population who were aware of the need and importance of education, who wanted to participate in all-Russian modernization processes.

Administration of the Tambov Seminary in 1867–1884

2019 ◽  
pp. 142-148
Author(s):  
Theodosius Vasnev
Keyword(s):  
Public Life ◽  
Russian Empire ◽  
Educational Institutions ◽  
Special Role ◽  
Administrative Structure ◽  
The Public ◽  
The Russian Empire ◽  
The University ◽  
Positive Results ◽  
Current Provision

A special role in the public life of the Tambov province was occupied by the seminary. Particular importance in its development was attached to the administrative structure, a prototype of which is the current organization of higher educational institutions. The election of the rector was held on an alternative basis. The collegial body of management was the pedagogical assembly from 1867–1884. A new phenomenon for this period the seminary functioning was the general as-sembly, which included pedagogical (membership of 6 years) and regulatory (membership of 3 years). The pedagogical assembly was held once a month. Regulatory – once a week. The deci-sion was made by a majority of votes. This experience of introducing an elective element in the Tambov Seminary has had a useful influence on its activities. Unfortunately, not everywhere this practice led to positive results, which later seemed to be the reason for the abolition of this norm during the reforms of 1884, when it was decided that the Holy Synod nominate candidates for such important posts as rector and seminary inspector. It should be noted that similar reforms or “counter-reforms” carried out in the reign of Emperor Alexander III affected all educational institutions of the Russian Empire, including universities, where they toughened some norms of the university statute and, in particular, abolished the current provision according to which rector was elected for his post on an alternative basis.

scholarly journals FEATURES OF MILITARY EDUCATIONAL INSTITUTIONS ACTIVITY IN YELISAVETGRAD REGION IN 1865-1917

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
O. V. Pertsov
Keyword(s):  
Russian Empire ◽  
Military Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Internal Organization ◽  
Military School ◽  
The Russian Empire ◽  
The One ◽  
The Right ◽  
School Activity

In the article, the features of military educational institutions activity in Yelisavetgrad region in 1865–1917 have been studied. The purpose of the article is to study features of Yelisavetgrad cavalry junker school activity in Yelisavetgrad region in 1865–1917. The purpose of the Yelisavetgrad cavalry junker school was analysed as the one to prepare high-moral officers-practitions and as a military one that had the right to train officers in the rank of Cornets. It has been concluded that at a certain point of its activity Yelisavetgrad cavalry junker school became the second in the Russian Empire due to its the internal organization of the institution's life in accordance with the current charter of the internal service in the troops, the organization of the educational process and the regime in the school.Key words: military educational institutions, Yelisavetgrad region, military school, officer cavalry school, military education.

scholarly journals Higher educational institutions of the Belarusian­Lithuanian provinces in the system of scientific certification and training of scientific personnel of the Russian Empire (XIX – early XX centuries)

2020 ◽  
Vol 65 (3) ◽  
pp. 298-306
Author(s):  
N. Ya. Novik
Keyword(s):  
Roman Catholic ◽  
Russian Empire ◽  
Agricultural Science ◽  
Educational Institutions ◽  
Medical Sciences ◽  
Higher Educational Institutions ◽  
Scientific Personnel ◽  
Higher Educational ◽  
The Russian Empire ◽  
The 19Th Century

The system of scientific certification, which was gradually formed in the Russian Empire in the first half of the 19th century, included higher educational institutions on the territory of the Belarusian­Lithuanian provinces: Vilnia University, Vilnia Medical and Surgical Academy, Polatsk Jesuit Academy, Vilnia Roman Catholic Academy. The training of scientific personnel in the natural sciences and humanities was the responsibility of the professorial colleges of these educational institutions, each of which was an independent certification center. The activities of these educational institutions within the framework of the system of scientific certification assumed the existence of a hierarchy of academic degrees, the composition of which was actually reduced to the following scheme: “candidate” – “master” – “doctor of sciences”. The most representative on the scientific and pedagogical weight and the number of professors and teachers was Vilnia University. The practice of defending of the dissertations by specialists from internal Russian provinces and from abroad in it evidenced of the high recognition of Vilna University. Vilnia University and the Vilnia Medical and Surgical Academy were well­known centers for the training of scientific personnel in the field of medical sciences. Under the academic jurisdiction of the Vilnia University, as well as the Polatsk Jesuit Academy, Vilna Roman Catholic Academy was theology. A significant contribution to the training of scientific personnel, the creation of new areas of agricultural science was made by the Hory­Horki Agricultural Institute, although it was not an independent center of scientific certification. After the closing of this institute, there were no higher educational institutions in Belarus capable of training specialists for scientific research, but at the beginning of the 20th century. a certain role in the formation of personnel in the field of special historical disciplines was played by the Vitsebsk branch of the Moscow Archaeological Institute.

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