EKATERININSKAYA WOMEN‘S GYMNASIUM OF NAKHICHEVAN-ON-DON

Among the educational institutions of the Armenian city of Nakhichevan-on-Don, a special place was occupied by the Catherine women's gymnasium. This educational institution underwent an evolution from a three-year school to a female gymnasium, the appearance of which marked the manifestation of a rather conservative Armenian society towards female education. Unlike the parish schools Armenian educational institutions of the city, where the teachers were Armenians, the mentioned gymnasium was an educational institution in which a wide range of subjects were taught by teachers of various nationalities. The subjects studied here aligned with the subjects of the gymnasium program, including various languages, mathematics, physics, history, drawing, dance, etc. The city public administration of Nakhichevan-on-Don has always shown touching concern for the Catherine's female gymnasium, and all the problems that the Board of Trustees of the gymnasium faced were promptly resolved. Catherine's female gymnasium enjoyed great prestige among the local population, which was reflected in its overcrowding with students and the emergence of parallel classes.

Educational and Methodological Support for the Training of Choristers of Parish Churches of the Kyiv Diocese in the Second Half of the 19 th Century

The purpose of the article is to identify the historical processes that led to increased attention to the study of church singing in the second half of the nineteenth century and the analysis of methodological support for the training of future choristers of churches in parish schools. The methodological basis of the research is formed by general historical methods (analysis and synthesis), as well as the principles of scientificity, historicism, and objectivity. The scientific novelty lies in the fact that on the basis of the analysed publications of the church press and the available research of modern authors, for the first time, the recommendations that were provided to singing teachers for the preparation of future choristers are highlighted. The teaching aids and some methodological recomndations that were provided to facilitate the learning of students are indicated. Conclusions. In the ХІХ century, a number of reforms were carried out in all eparchies of the Russian Empire, concerning various spheres of spiritual education. There was a reorganization of educational institutions and an update of educational programs. The church singing became one of the main subjects; it was introduced for compulsory study in educational institutions of all levels – from academies to parish schools. Pupils of theological educational institutions mastered its theory and practice at the divine services. The Holy Synod issued provisions that regulated the volume of educational material and even a list of chants and prayers. In addition, church singing could be studied not for one semester or a year, but for the entire period of study. The main aspect requiring improvement in the reform process is the creation of church choirs. Since most of the teachers had a low level of solfeggio knowledge, they are not able to teach singers – teaching aids and methodological recommendations were developed to solve this problem. The useful information for singing teachers was distributed for giving the lesson: easy ways to study musical notation, elementary musical theory, examples of melodies, and so on. Their popularization was carried out with the help of church publications. The article analyses publications of the church press of the ХІХ century, as well as modern researches, which contains information on teaching church singing and advice for teachers who train children-choristers.

THE FORMATION OF SCHOOL EDUCATION IN NORTH KARELIA IN THE SECOND HALF OF THE 19TH - EARLY 20TH CENTURY

Establishing a school system in the territory of North Karelia was a very long process, which went through several stages in the second half of the 19 and early 20 century. Local authorities in the second half of the 19 century tried to disseminate literacy and weaken the influence of the old believer faith in this territory. For this, parish schools were created. The village of Ukhta in the Kemsky district of the Arkhangelsk Governorate has become an educational and enlightening center in the territory of North Karelia. This location housed the first classrooms. Subsequently, a special school building was built. Over time, parish schools were replaced by secular educational organizations. However, the influence of the Russian Orthodox Church on the educational and upbringing processes continued. The development of the school system in the North of Karelia, in addition to religious beliefs, was also hindered by the traditional way of life of the local population, based on labour migration, and a special language environment. The close centuries-old contacts of the northern Karelians with the Finnish population led to the development of the Karelian-Finnish bilingualism. Learning in Russian was difficult, just as were the issue of finances. Poor financing affected the material base of schools and contributed to the frequent change of teaching staff. This article attempts to summarize the results of studies in the field of the history of education in Karelia and, based on new materials not previously introduced into scientific circulation, consider the process of establishing a school system in North Karelia, the national outskirts of the Russian Empire.

Public Schools of Dorpat District in the Beginning of the Reign of Emperor Alexander the First

The purpose of the article is to show the nature of the relationship between Emperor Alexander I, professor of the University of Dorpat Georg Friedrich Parrot and members of the Ministry of Public Education in the process of discussing the reform of parish schools in the Dorpat educational district at the beginning of the 19th century. Professor Parrot became the author of a project on the establishment of parish schools in the district, and his close friendship with the king made it possible to hope for the approval of his ideas by the minister. However, having received the initial support of the emperor, the Dorpat professor faced resistance from some members of the Main Directorate of Schools who did not want to amend the decisions which had already been adopted, and then the military conflict with France became a serious obstacle to the implementation of the planned transformations. Over the course of two years, Parrot had made changes to the text of the draft three times, but could not achieve the final consent of Alexander I. The author comes to the conclusion that Parrot’s desire to get special conditions and partial state maintenance for parish schools of the Dorpat district was unfeasible given the context of the protracted war and the worst financial crisis. The article introduces into scholarship an unpublished correspondence between the emperor and the Dorpat professor, which significantly supplements the idea of the reforms of public education in the first decade of the 19th century.

Additional and Non-Institutional Education of the Russian Orthodox Church in Modern Russia

Problem and purpose. This article analyzes the correspondence of the implemented experiences of educational activities in the parishes of the Russian Orthodox Church to the state regulatory documents governing education. The subject of the research is the educational activity of Sunday parish schools of the Russian Orthodox Church, defined as a set of processes of religious education, educational initiatives, organizational and pedagogical conditions, and administrative and managerial decisions. The problem of the study is due to the revealed contradiction between the mass activity of Sunday parochial schools in modern Russia and the absence in most of them of a license to conduct educational activities. The purpose of the article is to determine the conditions for conducting educational activities, to characterize the types, forms and methods of its implementation, to describe administrative and managerial decisions regarding the existing Sunday parish schools of the Russian Orthodox Church and to correlate them with the existing norms of the Federal Law “On Education in the Russian Federation”. Methodology. The study was carried out on the basis of an analysis of the documents regulating the educational activities of the Russian Orthodox Church and their compliance with the federal legislation of the Russian Federation in relation to the organization and conduct of educational activities. Correlation of the existing experience in the implementation of educational activities of the Russian Orthodox Church with the definitions of formal, non-formal, informal and additional education necessitated the introduction of the concept of “extra-institutional education”. The non-institutional education of the Russian Orthodox Church is characterized as an existing phenomenon, its signs are given. In conclusion, it is concluded that the implementation of extra-institutional forms of education indicates a non-professional approach to the organization of educational activities in the parish institutions of the Russian Orthodox Church.

Obrazovatel'naya i kadrovaya politika tsarizma v Belarusi v 1860-ye gg.

The article notes that the duality, inconsistency, and reactionarity of the educational policy of the tsarist government after the uprising of 1863–1864 was largely dictated by the desire to reduce Polish influence and accelerate the russification of the region. The Ministry of Public Education did not care so much about the dissemination of education as about protecting the public with “reasonable restrictions”. In accordance with its political and ideological goals, the network of parish schools expanded, the training of teaching staff was restrained, and strict control was established over the activities of teachers and their political trustworthiness. Tsarism formed a model of an “ideal” teacher: devoted to the church and the throne, tolerant, imperceptible, and obedient, who in his pedagogical activity was to follow the official course. There was a tendency to attract people from the central provinces of Russia who graduated from theological seminaries, as well as Orthodox priests, to fulfill teaching duties.

Educator S. N. Bogolyubov and his remarks about the parish schools of the Russian Orthodox Church in the states of New York and Pennsylvania (1962—1968)

The article studies publications of Semyon Nikolayevich Bogolyubov, 1889—1971, an outstanding educator of Russian Abroad. These publications were devoted to his trips to parish schools of the Russian Church Abroad (ROCOR). The educator S. N. Bogolyubov served in the 1960s as Chief Clerk of the Educational Council under Synod of Bishops of the Russian Church Abroad. In order to maintain effective control over and to improve learning process the teacher visited a few parish schools in 1962—1968. In particular, he visited such famous parishes in the states of New York and Pennsylvania as the Holy Protection Church in Nyack, the Joy of All Who Sorrow Church in Philadelphia, the St. Vladimir Parish of the same city, and the Convent of New Diveyevo in Spring Valley. S. N. Bogolyubov reflected some results of his trips in reports which were published by the Orthodox Russia journal, the print organ of the ROCOR St. Trinity Monastery in Jordanville, New York. Reading and analysis of the Bogolyubov publications give researcher an opportunity to reconstruct the little-known activities of this activist of Church and community, to show the daily work of the parish schools, to identify challenges and achievements that the parish institutions of educations had, to get to know the features of the most successful school teachers. The above issues have not yet been addressed in the studies of Russian historians and specialists on history of intelligentsia. That is why this article seems relevant. The author used methods of criticism of historical source as well as methods of induction and deduction. The author came to the conclusion that the parish schools of New York and Pennsylvania performed an important function, namely, they conserved and supported Russian ethnic and religious identity among Russian youth. During the trips to schools, the teacher opened and published the most successful methods of education. Hierarchs of the Church Abroad highly appreciated the activities of the teacher and recommended that parishes make wide use of pedagogical methods of Bogolyubov.

Anti-Splinter Brotherhood of Saint Demetrius, Metropolitan of Rostov in the Fight Against the Old Believers in the Tomsk Diocese

he question of the missionary activity of the antisplinter Brotherhood of St. Demetrius, Metropolitan of Rostov in the fight against the Old Believers in the territory of the Tomsk Diocese is considered. The author has studied a complex of rich and diverse archival sources, as well as activity reports of both the Brotherhood itself and its individual members, presented in official provincial and diocesan publications. Based on this, it was possible to recreate the overall «picture» of the Brotherhood and show its regional specificity. In particular, the purpose, composition of the Brotherhood, as well as the main directions of its missionary "anti-splinter" activity were determined. In order to combat the «schism» and the so-called «prevention of the avoidance of the schism», the brothers actively held religious disputes and interviews, both with the Old Believers themselves and the parishioners of the official Orthodox Church. Another missionary way to solve the tasks of the anti-splinter Brotherhood was to create and develop a network of «anti-splinter libraries» and parish schools. In general, despite the specific and concrete results of their anti-Old Believer missionary activities, the Brotherhood was not able to achieve its goals, including due to the regional specifics of the diocese.