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2.1. Influence of evolution of the maintenance of history as subject matter on formation of historical consciousness of grammar-school boys

The analysis of development of the maintenance of history as subject matter and its influence on formation of historical consciousness of grammar-school boys of second half XIX - beginnings HH, from our point of view, is connected centuries with a number of complexities of research character.

The reference to definition of chronological frameworks of this period in development of theoretical bases of history and all humanitarian component of classical gymnasia formation, in its aspects influencing formation of historical consciousness of pupils of classical grammar schools, substantially, is based on a position of the known Russian teacher P.F.Kaptereva considering the given period of development of a domestic education as public, when «directly new requirement is exposed:... To form all people, to educate all Russia school, the doctrine, to give to rising generations universal development, combining it with national forms of a life». Its defining line, from the point of view of the researcher, that the state under the pressure of growing public activity has been compelled to reckon with public inquiries, «but, of course, only to a certain extent was, reserving all material force» [20, XVI-XVII].

It is not obviously possible to doubt indisputability of that circumstance, that in poreformennyj the period of development of a domestic society as a whole was observed the intensive economic, sociopolitical and cultural lifting of the country which have caused extreme growth of public activity. Especially significantly, that in beginning HH century in Russia the strongly pronounced tendency of movement of the country from an absolute monarchy to a monarchy constitutional was traced, that in an establishment some other relations between the state and a society in definition of strategy of development of a domestic education and, in particular, formations of historical consciousness of grammar-school boys, most likely, should is inevitable to be reflected.

It is necessary to recognise, that the analysis of a public sight at problems of development of history as subject matter carries so diverse, and even inconsistent character what to confirm the thesis about a reality of any uniform and complete sight divided by all public, it is not obviously possible.

It is characteristic, what exactly in second half XIX - the beginning of XX centuries are traced not only many divergences of positions of a society and the state concerning the future historical formation in a grammar school, but also many public divergences of positions on the given circle of questions are observed, many of which could not be reconciled. These distinctions, most likely, were dictated not only distinctions of sociopolitical and civil belief, but also feature of belief kontseptualnoyoistoricheskogo and pedagogical character.

Guard certain displays of pedagogical maximalism in an estimation of a role and a history place in the maintenance of gymnasia formation. So, in particular, known historian N.I.Kareev in the book «about history teaching in high school» marked Notes: «classic languages officially admit a classical grammar school the main subjects only, mathematics and the native language. Together with other subjects the history is doomed to a role of a subject minor on which and time it is given less, and addresses less
Attention »[99, 2].

Concerning minority of history in the maintenance of gymnasia formation with the venerable historian and the teacher hardly it is possible to agree, proceeding from the purposes of studying of history and quantity of the hours which are taken away on its studying in the maintenance of classical gymnasia formation.

Volume of studying of general and domestic history. In tables are presented

Data by quantity of hours in programs of the considered period.

History course The program of grammar schools of 1890 The program of grammar schools of 1902 The program of grammar schools of 1913 The program 1915 (project). Humanitarian branch.
General history 7,5 (58 %) 11,5 (58 %) 15 (58 %) 8,5 (42 %)
Domestic history 5,5 (42 %) 8,5 (42 %) 11 (42 %) 11,5 (58 %)
Total 13 20 26 20

History course The program of real schools of 1914 The program of commercial schools of 1914 The project of the program of 1915 (Real branch).
General history 13 (59 %) 8,5 (53 %) 7,5 (44 %)
Domestic history 9 (41 %) 7,5 (47 %) 9,5 (55 %)
Total 22 16 17

The data presented in tables show, that:

• the quantity of hours which is taken away on studying of domestic history, increased from the program to the program and by 1913 in comparison with 1890 has increased in 2 times;

• a percentage parity of volume of studying of general and domestic history, both in grammar schools, and in the real and commercial schools, providing priority position of general history in the given subject matter, did not vary during enough long time (1890-1914);

• in the project of the program of 1915 which has been developed at the height of the First World War, the percentage parity of the hours allocated for studying of courses of history, radically has changed in favour of domestic history. At the same time how many-or the essential increase in hours at studying of domestic history has not occurred because of the general reduction of hours on history studying in comparison with the program of 1913 And though one
From problems of studying of history at school under the given project development of patriotism of pupils was, it was not supported as a whole with allocated quantity of hours.

The aspiration to superfluous giperbolizatsii quantities of the hours which are taken away on history, reflects a typical didactic error of many teachers really deeply realising the educational importance of the subject matter and ready to achieve of the further increase of its role even to the detriment of realisation of the general educational problems of a classical grammar school. That the government and the public forces participating in preparation of the project of reform of a domestic education of the Minister of national education of P.N.Ignatyev (1915-1916), equally obosnovanno have avoided this typical error of pedagogical character was rather positive.

One of the most deserving polemic in istoriko-pedagogical circles of the investigated period were problems of definition of the purposes of history as subject matter. The pedagogical thought of the considered period took away a considerable place to the educational purposes of training. Practically all scientists-historians and teachers-experts recognised importance of historical knowledge, but differently treated its value. The range of opinions was great enough: from a recognition of self-value of historical knowledge which «is valuable as knowledge» and «improves and brings up those who concerns it disinterestedly» [263, 18-19; 101, 290], to necessity of domination of its practical use for the decision of actual problems of social development (A.O.Vejsman, I.P.Vinogradov, A.F.Gartvig, P.M.Drejman, I.M.Kataev, JA.S.Kulzhinsky, V.J.Stojunin). Positions of scientists-historians and teachers-experts on the given circle of questions were differentiated as follows:

• a number of teachers saw the purpose of studying of history at school in that «to clear concepts about a life human and national» [237, 62], to understand evolution «lives of the separate people and mankind» [106, 105]. So collective thought of the Moscow society of distribution of technical knowledge
Has formulated the purpose of studying of the given discipline as follows: formation at pupils «the historical relation to a life which should be expressed in understanding of process of historical development and value of its major moments and results at what characteristics of features of the epoch should not be lost sight, separate nationalities and persons» [122, 99];

The considerable poll of experts (A.O.Vejsman, I.P.Vinogradov, A.F.Gartvig, P.M.Drejman, I.M.Kataev, JA.S.Kulzhinsky) was distributed in favour of the thesis that the history «should give to the pupil a known stock of knowledge for practical activities as to the future public figure» [27, 68]. Importance of a subject «in connection with preparation of understanding of a modern cultural-public and political life of the people» [106, 105], «the state and public phenomena of a modern life» [56, 15] was thus underlined. The mechanism of realisation of the given purpose was represented as follows: « Accumulation of historical knowledge »which« will give representation about historical process »through its knowledge of" separate links »[In the same place]. Differently, pupils were important« for preparing for understanding of the present from mastering of the gone through it gone through and worried processes which have prepared it of a historical life »[123, 3]. It was important because to become« the participant of a public or state life », it is necessary to understand« genesis public and official bodies, their role and value, and is equal also the general sense of that historical process which participant it is necessary to be owing to circumstances »[41, 113]. Thus,« knowledge of history... Does human life more intelligent, and consequently, and substantial ». [In the same place]. Such possibilities were assumed in relation to a school subject "history" because history as the science «the maintenance can have the big influence on education of concepts of political character and on development of historical sense» [25, 22-23];

• by the end of the considered period the point of view that the history «attaches everyone to universal culture» [41, 113] in this connection this position was put before it already as a specific goal was not challenged any more. However, this purpose can be carried equally both to educational, and to the educational;

• the potential of historical knowledge in emotional influence on «imagination and on heart» pupils [237, 62] in this connection one of the purposes assumed «to give to it (to the pupil was realised also. - N.Z.) a stock of beautiful and great samples» [106, 87].

Fragments of works of the thinkers belonging by various historical epoch, confirm idea about self-value of history as science and a subject matter without dependence from definition of possibility of use of this knowledge for achievement of pragmatic vital success and extraction of material benefit by graduates of classical grammar schools.

Justice of the given approach with reference to gymnasia classicism substantially consisted in the following:

• traditionally focusing the future graduates on service to public and state interests in a field of administrative and scientific activity, the history has been urged to reflect concrete experience of formation and evolution of state-political systems of the various countries and the people, to give representation about features of their cultural, sociopolitical and economic development. Certainly, this knowledge inevitably should be enriched during the subsequent periods of a life, and their finding created conditions for the best perception of the social validity and the further self-education of the person;

• practical knowledge during history studying at their correct pedagogical and scientific interpretation should protect grammar-school boys from fulfilment rough and, in some cases, irreversible errors on the consequences, connected with involving of the graduate of a grammar school in a difficult life of domestic society. It appeared especially significant
For the investigated period in connection with increase of extreme radicalism and the political violence, socially-revolutionary ideas dictated by idealisation.

In the centre of attention of some historians there were the questions connected with the educational purposes of this subject matter. It is characteristic, that to the educational purposes of gymnasia historical formation the role, than educational was taken away not smaller, if not big. Concisely these purposes in the set have been presented N.I.Kareevym who recognising, that «besides influence by history on the moral nature of the pupil, has allocated such problems as development of love to the native land, development of aesthetic feeling, awakening of respect for ancient monuments, finding-out of spiritual human nature, development of individual, national and universal consciousness» [98, 7]. To it it is necessary to add also necessity and possibility forces of the given discipline to bring up love to a throne [175, 10], to protect pupils «from

Revolutionary performances and pessimistic mood »[56, 18], and also the special problem was put« - to be means of political education »[263, 18-19]. This list can be continued and then it will be difficult to disagree with O.A.Vejsmana's underlining opinion, that before this subject political ends and problems, and both those and other differently treated are put as obshchepedagogicheskie, and:« One demand from patriotism history, others development of historical sense, the state consciousness, etc. the history Problem is as neobjatnoju and podavljajushcheju, as well as its maintenance »[25, 19].

In the centre of attention of the public and, first of all, teachers - of historians throughout the considered period there were problems of patriotic education. On the one hand, importance and necessity of the given purpose of teaching of history affirmed, first of all, and, with another, the understanding of was domestic that «those who would like to transform history into patriotism lessons, excessively narrow, destroy this
Subject »[263, 18-19]. Besides, statesmen, historians, teachers have disagreed about, whether whether it is possible and in this connection it is necessary to form feeling of patriotism which as believed, for example, N.I.Kareev, is the congenital feeling similar to love to mother. The majority adhered to other point of view. Even recognising, that« the love to fatherland is congenital to the person », they believed, that it« as feeling, there is something uncertain, vague and can accept rather narrow direction »[25, 26]. Aim a subject« History »consists that should« comprehend, develop and deepen this feeling »[In the same place]. Here we have a direct exit on the maintenance of a course of domestic history which should provide achievement so high aim. And again discussion: whether it is necessary to select in the course maintenance only« light pages of history »[244, 31], or, following« steadily. To truth and justice requirements »to acquaint pupils« with the destinies of fatherland happy and unhappy, good and thin, and by that to make this fatherland to closer both expensive mind and heart of pupils »[25, 26]. Experts holding these opinion, objecting the opponents believing, that the given approach can do much harm to development of patriotic feelings of pupils, confirmed:« the History domestic represents enough fine persons and brilliant acts so there is nothing to be afraid that some dark stains could weaken or shake love of pupils to the fatherland »[In the same place].

Thus, the problem of education of patriotism and attempt of its judgement by domestic teachers-historians of second half XIX - the beginnings of XX centuries has caused promotion of some ideas which in case of their integration, from our point of view, were capable to form the complete concept of patriotic education. It is characteristic, that they appeared quite applicable and to educational problems of classical gymnasia formation. To number of such conceptual ideas which have been put forward by domestic historians of the investigated period, it is obviously possible to carry:

• the feeling of patriotism is congenital for representatives of each of the historical people from antiquity to the present. Fading of feeling of patriotism in a society can mean increase of threat of the termination of its existence as single whole and, most likely, certain degradation of public consciousness;

• the feeling of patriotism assumes condemnation in the historical past of any of the people of everything that is connected with a genocide, extreme displays of cruelty, hatred to other people which are periodically observed during the periods of military international conflicts and internal social wars;

• the contradiction permission between aspiration to achievement in the maintenance of history of historical reliability in interpretation of the facts, processes and the phenomena and expediency of their pedagogical adaptation to age features of grammar-school boys; the proved and weighed maintenance of textbooks and the curriculums sustained in the spirit of humanism;

• interests of patriotic education of grammar-school boys means of domestic and general history in the maintenance of classical gymnasia formation, regarding antique history, assumed the realised avoiding of scenes of display of violence, violation of the rights of the person, mockery over the human advantage, capable to cause the general disappointment in spirituality of a society, but thus to keep adherence of historical reliability of interpretation of studied events and processes, at full nedopushchenii idealisation of everything that discredits mankind and involves its spiritual degradation.

Realising the purposes of moral education by means of a training course of history in the maintenance of classical gymnasia formation, teachers faced a number of problems which, could not have unequivocal and simple decisions. Most likely, for a dominating part of domestic historians of the investigated period cultivation in consciousness of grammar-school boys of aspiration to service to the state and a society were considered not only as the purposes

Sociopolitical, but also moral character. Throughout all previous epoch of development of the Russian grammar school the substantiation of idea of service of a monarchy and to the emperor was not called into question. However in second half XIX - the beginning of XX centuries, in connection with gradual increase radikalizatsii public consciousness a number of historians was moral validity of cultivation of love to a monarchy and concrete representatives of the imperial power as to rudiments of the obsolete public consciousness mismatching the further state-political prospects of development of Russia are called into question.

Problems of patriotic and moral education appeared directly connected with problems of definition of the purposes of education of civilisation. Importance of this purpose admitted many scientific - teachers and known methodologists. However thus the interesting position in this question was occupied with N.I.Kareev believing, that education of the citizen is one of the major results of historical formation. However it was against it to consider as the dominating purpose of studying of the history, solved in a separation from other not less significant educational problems as «vydvigat.takuju a problem on the foreground means to subordinate schools not pedagogical, but to political requirements», owing to that if to "form" the person in general »still it is possible,« as all business here in known development, in known knowledge and abilities »« citizen in general to bring up it is impossible, but only citizen of the given country »[98, 8-9].

Problem of patriotic, moral and civil education very narrowly intertwined with judgement of problems of definition of a priority world-wide and historical, national and sravnitelnoyoistoricheskoj the points of view on history studying. These disputes of known scientists and teachers directly concerned places of a course of domestic history concerning a course of history general.

Supporters of the world-wide and historical point of view (So-called Granovsky, I.M.Grevs, P.G.Vinogradov, N.I.Kareev, V.O.Kljuchevsky, etc.) represented
History as natural, evoljutsionno process developing in the line of ascent. Most accurately and consistently this point of view has been expressed in N.I.Kareeva's works: « The idea of law of development of a society and its culture plays a taking priority role in a modern historical science at an explanation of the private phenomena or in understanding of process of the separate people, but the same idea of law should be, of course, applied and on construction of the world-wide and historical process taken as a whole »[100, 15]. Unity of a world history which« turns to the image of universal progress », supporters of the given point of view saw in« mutual relation and continuity of the people and civilisations »[104, 132]. Owing to these sights supporters of the world-wide and historical point of view adhered to the chronological approach to construction of school courses of history. However they considered necessary allocation of history of Russia in a special course in which studying of those phenomena which had no cultural influence on other people was meant, but« have affected the important consequences in historical development of the people of Russian »[122, 100]. Opposing appeared a little after the comparative-historical point of view, they underlined an inconsistency of its carrying over on modelling of structure and the maintenance of school courses as it will promote their congestion.

Supporters of the comparative-historical point of view (R.J.Vipper, A.F.Gartvig, N.A.Danilevsky, M.N.Kovalensky, JA.S.Kulzhinsky, M.N.Pokrovsky, N.A.small horn) denied linearity and generality of historical process, perceiving historical development as «repetition of the same social types» as «a number of independent branches of mankind» [114, 22], on what paid attention of R.J.Vipper in article «School teaching of ancient history and a new historical science» [32]. The purpose of a school subject "History" he believed representation formation about occurrence novoevropejskogo the world, its sources and evolution. Owing to it as it was already marked, Vipper denied a chronological principle of construction of a course, believing, that it will cause «some times... To pass from one
The finished characteristic to another, from one come to the end group of the phenomena to another, similar; near to continuation of the begun cultural thread at these transitions we will be occupied even more with repetition of the similar moments within a life of various national and public units ». He suggested to consider history from this point of view historical continuity of consecutive civilisations [In the same place, 38]. JA.S.Kulzhinsky offered the world-wide and historical point of view which« using the facts dividing history of the separate people, considerably reduces possibility to compare the similar phenomena in the passed history », to replace sravnitelnoyoistoricheskoj. In a science and even in a school course, in its opinion, it is impossible to be limited to tracing of the main line of historical development, but it is necessary to address also to «to the facts and the phenomena, as though they were insignificant in itself if only further they can give a material for analogies and conclusions if they give the chance to specify to pupils, that identical factors always and everywhere cause identical consequences, and on the contrary - the similar phenomena an essence results of the identical reasons» [122, 102­103].

Supporters of the comparative-historical point of view believed, that it is not necessary to allocate domestic history in a separate course as, owing to the bolshej levels of scrutiny processes and the phenomena of the West European history «have accepted the crystal form» whereas domestic «have an amorphous appearance» [In the same place, 114].takoj the approach, according to its supporters, will allow to explain the Russian history the similar phenomena of history general. However opponents the fear expressed, that at it from a field of vision of pupils its original lines inherent only in domestic history drop out not having the parallels.

Despite basic distinction of world-wide and historical and comparative-historical approaches to history training as a whole, and domestic history, in particular, all understood importance of last. Thereupon it is possible to address to statements of apologists of each of the points of view.

«The native land history should be studied more in details and osnovatelnee, than history of other people» - wrote N.I.Kareev [99, 3]. «Each formed person should know the past of a native land better, than the past of other people», - JA.S.Kulzhinsky [122, 111] agreed with it.

JA.S.Kulzhinsky, not without justification, conditionally divided historians depending on their relation to interference of general and domestic history into three groups. It carried those who considered to the first, that between general and domestic histories «no similarity is present (« At us especial to become "," To Russia it is possible to trust only »); to the second those who found the similar phenomena in both courses, to the third, asserting, that it« the phenomena not similar, but parallel ». Thus, being based on the thesis, that« high school - not a place for scientific kontroverz and hypotheses, this place of popularisation of indisputable results of a science », he warned against that the gymnasia course, its structure and the maintenance, was based on any one of these theories [In the same place, 105].

Really, if in a science adherents of these basic approaches argued uncompromisingly enough, that, discussing their potential in construction of school courses of domestic and general history, they showed the big flexibility. The World-wide and historical point of view was possible and convenient as a basis of a course of general history, but, «allocating in a special course domestic history, we do it with national, instead of from the world-wide and historical point of view» [99, 28-29]. Differently,

Expedient to connect two different approaches: world-wide and historical at studying of general history and national - domestic. Supporters of the comparative-historical point of view considered this duality as one of lacks of sights of opponents and believed, that transition to it will eliminate «the contradiction between the points of view world-wide and historical and national, between courses of general and native history». Objecting to allocation of history of Russia in a separate course, a part from them considered
«An imperative need to take domestic history as a principle all teaching» [122, 111].

N.I.Kareev, insisting on allocation of history of Russia in a separate course, and, being the consecutive supporter of the world-wide and historical point of view, nevertheless did not deny that «for the best understanding of the past of a native land is rather important to have before eyes some examples of individual historical evolutions», addressing to a course «general history in more detailed statements of the Greek, Roman, French, German and English history». It will allow the pupil «to compare between itself history of the antique states to history new, the Greek history with Roman, zapadnoyoevropejskuju with Russian, together with histories of the western people between itself» [99, 29-30].

The developing purposes influence not so much on substantial, how many on methodical aspect of history, however there are bases and on them to stop, at least short.

Known teacher P.M.Drejman believed, that «the purposes of studying of history in high school - an all-around development of the person» [56, 10], and «history as a subject, strengthens memory, promotes development of imagination, emotions, language and rational forms of thinking and leads to certificates of conscious will» [In the same place, 15]. Considering a problem of development of the person as the formation purpose in general, and historical in particular, N.I.Kareev has revealed a serious problem in maintenance of spiritual development of the person. He believed incompatible things «to do of formation consolidation means for ever national ideals and at the same time to think of development of the person». At such approach, «when interest of a society consists in suppressing individual freedom in thought sphere», between the person and a society inevitably there will be a contradiction [98, 7-8]. In the book «general education Ideals» he wrote: « . Formation should mean, first of all, the person, and then already a society: otherwise we will think what -
That society out of people and to this abstract concept as a certain deity, to sacrifice live human persons »[In the same place].

In the centre of attention of the Russian historians and teachers there were problems of a combination of traditions and innovation in definition of structure and the maintenance of a subject "History" and its courses.

By the considered period the domestic school had been saved up considerable experience of the organisation of studying of courses of history and selection of their maintenance. As it was already marked, the most appreciable place was traditionally given to antiquity studying. This tendency remained and on a boundary XIX - the XX-th centuries though approaches to studying of the given section of general history considerably varied. In definition of a role and an antiquity place in school courses teoretikoyometodicheskoj the thought of the considered period allocates three approaches. The first consists in an unconditional recognition of a priority of antique history in historical formation, seeing in it «one of the main forces operating in culture of the European mankind» [72, 33]. This point of view has received the brightest expression in F.F.Zelinsky and V.P.Buzeskula's works. They used following arguments:

• Buzeskul noticed, that it completely divided the point of view existing in a historical science: «everything, that moves in our world, has the beginning in Greece» which has given «to modern cultural mankind... Samples of marvellous, fadeless beauty» [21, 1];

• antiquity studying possesses a more potential for moral education as it «has left to us immortal samples of moral greatness and civil valour in the name of its historical heroes» [72, 34];

• not dividing the point of view about exclusive value of studying of antiquity of R.J.Vipper results belonging to its opponents «arguments in favour of pedagogical importance of a material of ancient history» which «are reduced to thought, that the school can on these facts with especial success give bases of known civil education» [32, 44-45];

• expecting a question on why it is necessary to make accent of all ancient history on antiquity history, after all «we have history not at one antique people: it was and at the East people, was and at Jews», F.F.Zelinsky noticed, that «at the East people its purpose was. Glorification of acts of tsars», and the history of Israel aspired «to find out, where only it was possible... A finger Divine». Gerodot «writes the history. That memory of acts of people and that the great and surprising affairs made as ellinami, and barbarians, have not lost the glory» [72, 44-45] was not gone from time;

• recognising, that to «to a classical antiquity Russian society concerned with cold indifference, is faster even with disgust», supporters of priority studying of its history explained it lacks of a classical education system therefore public representation about value of antiquity was reduced to a recognition of its aesthetic achievements, to an assumption, that "youth" on a way to life fair »should pass« through a silent temple of great classical olden time »; but this olden time nevertheless is represented something alien and far» [21, 2].

From the point of view of F.F Zelinsky, studying of antique history in a classical grammar school appeared extremely significant because antiquity was original «a mankind cradle», the history which have predetermined all course of development of the European people. The judgement of influence of antiquity and its spiritual culture should penetrate all course of history and other humanities forming historical consciousness of grammar-school boys and to come to the end with a total course of history and culture of the antiquity, characterised high level of the philosophical and cultural urological orientation corresponding to a level of development of thinking and historical consciousness of pupils of the senior classes.

The second approach is a direct opposite to the first and consists in contest of a priority of antique history in school courses. Its essence is full enough presented in R.J.Vippera's following statement:
«Statement of ancient history in the beginning of a regular course of history at school was, first, result of the general philosophical concepts (which essence consists that the mankind« went as a whole. On one line, developed under one plan or the law, went to one purpose and carried out private problems, approaching it to an overall aim ». - N.Z.) Interest to which has weakened now; we see further, that the statement of ancient history at school as it to well corresponding age and can be constructed on scientific data, does not form at all a picture of "the history beginning»; at last we see, that the school statement of ancient history hardly probable can satisfy and to other requirement - to present for the sake of a problem obshchestvennoyovospitatelnoj in the most simple kind the characteristic phenomena of social, political and cultural development of human societies: conditions grekoyorimskoj lives are very original, limits in which they are known, rather limited »[32, 58]. R.J.Vippera's thought develops A.I.Zhelobovsky, asserting, that antiquity studying« has for us only historical value »as« everything, that is reached by the ancient. There is no for us an ideal to which embodiment in a life we should aspire, but the step which has been already passed by mankind in its development ». It refuses to antiquity in its value for understanding of the present, believing, that «acquaintance to a life of the ancient does not shine to us a way laying before us, does not give us a management in a life». Differently «acquaintance to an ancient life has not practical, but theoretical, scientific value; it is, thus, an accessory of the higher, scientific formation» [64, 131].

The third approach represents something an average in relation to first two. Its essence consists, on the one hand, in a recognition of the important role of antique history in education and youth formation, and, with another, in necessity to modernise conceptually-substantial bases of its studying, as it «now. It is put at school completely not ideally» [263, 20]. Convincingly given point of view is stated M. I.
Fenomenovym. He recognised its important pedagogical value which consists in the following:

• «.politicheskie and economic relations of the ancient world are easier and more sharply outlined in a science, than modern: it facilitates to children acquaintance to the basic concepts about a national economy, the state, political ethics» [In the same place];

• «data on an ancient art are important. Because it underlies

Modern culture both its traces and influence we constantly see round ourselves »[In the same place].

As to «a tiresome number of names of fights, names of commanders and years» it «can be shown without any damage to a necessary minimum». Adherents of the given approach marked the first positive shifts which consist that «now the ancient history any more is not surrounded with that aura of idealism and heroism with what surrounded it earlier. The modern history has reduced« ancient »from the sky on the earth, but from it their life and culture of a steel for us still tsennee» [In the same place, 20]. Necessity of modernisation of approaches to antiquity studying at school recognised even ardent adherents of its priority studying. So F.F.Zelinsky noticed, that «antiquity should be not norm, and vivifying force of the present» [72, 36].

D.I.Pisarev believes, that in a society there was an opinion on history, as about «a great and fine science», allowing «to children and young men. To develop the mind and to improve heart, reading acts of patriots of Greece and Rome and be touched a thought over sacred pages of domestic chronicles», and «the raised purposes» history studying in average educational institutions are not reached because of bad textbooks. Pisarev asserts, that «the textbook of history for a grammar school - nonsense, the impossible book, impracticable dream. Rational teaching of history in grammar schools - also dream which under any conditions cannot be carried out». It gives directly satirical statement of "history" in transfer into household language: «Anton has beaten Sidora in such year, and then Sidor has incorporated to Egor and has gone
On Anton in such year, also has blown up it at such city, and has expelled him from such kingdom. Then Sidor with Egor have fought for extraction; then Egor married daughter Sidora, Fekle, in such year and has received behind it in a dowry such cities; then... ». Differently, the school course suffers surplus obscure and a little necessary for the decision of educational, educational and developing problems of the information [189, 114-116].

After Pisarev to the sharp criticism modern to it approaches to history studying, were subjected by privat-senior lecturer T.Lokot, considering, that they conduct to "fictitiously finished» to knowledge, the price which at the present system of teaching is infinitely insignificant, and on the spiritual, psychological value even is negative »[135, 59]. Owing to it absence in school programs of a regular course of history« will not make any harm for educational activity of school ». It does not mean, that the Elbow suggested to refuse in general history studying at school. Considering, that« the high school both can, and should give only a keen interest to the humanities », he saw some variants of studying of a historical material, for example, through« kontsentricheski extending circle of biographic and incidental knowledge from which really and everything will be carefully eliminated that mismatches volume of real knowledge and representations of pupils »; In the form of the is elementary-ethnographic and sociological course probably including «and elementary acquaintance with economic events in the public... Lives etc.» [In the same place, 42-43].

Ancient, including the classical antiquity, is too original to cause «true interest» pupils, the early medieval history of Germen and Slavs is much closer it. It is necessary to begin a regular course of history with it. R.J.Vipper, the scientist and the author of textbooks for high school, puts forward also other arguments in protection of this, at first sight, the paradoxical point of view:

• the history of Germen and Slavs is more clear the pupil, owing to its relative primary primitiveness and evoljutsionnosti,
Allowing to track processes and the phenomena in their formation: it concerns both economy, and to occurrence social, and political institutes, and to culture development [32, 63];

• especially R.J.Vipper marks, complexity for pupils of comprehension of ancient religion which «is always drawn by any bewitched world which perishes, owing to the stagnancy, and it is almost impossible to relieve pupils of this incorrect representation; to impart on the facts taken from antique history, thought on morally-religious perfection of a society it is difficult». Business with duhovnoyoreligioznym aspect of a life of germano-Romance and East slavic societies, as «these phenomena Differently is. Are developed in the environment perceiving Christianity» [In the same place];

• in spite of the fact that chronologically initial history of germano-Romance and East slavic tribes differ, similarity of the processes occurring in their society, will allow to begin synchronous studying of courses of general and domestic history that is impossible at the beginning of a regular course from ancient history [In the same place, 64-65].

Idea Vippera about change of structure of a regular course of history should not be understood as basic refusal of studying of antique history. The scientist did not challenge importance of this period in school teaching, and wished it to make optimum for feasible perception. A place of antique history at modelling of courses of the given subject he saw doubly. On the one hand, along with other plots, in an incidental course where studying of the ancient world «will achieve the object if the review of the main events and historical figures as time gives not, and group of cultural illustrations of different epoch». On the other hand, believing ancient history of the most difficult for pupils, he suggested to study it in the end of a gymnasia course, besides «zdes.dlja understanding of many phenomena pupils will have a number of the facts from medieval and a modern history». In this case «. This
The original world. In turn will serve to illumination of many parties novoevropejskoj to a life »[In the same place, 66-67].

N.I.Kareev criticised such approach, considering as a whole average history it is much more difficult ancient since it requires illumination as from the point of view of cultural continuity, and cultural interaction.

Development of the maintenance of historical formation with a special sharpness has raised the question about the didactic and methodical maintenance of the educational literature on history. It was so various, that during the considered period there was a requirement of its classification on the basis of various criteria. Originally most obvious of them undertook a basis. So, N.A.small horn (1901), taking for a basis the criterion of volume and functionality of the textbook, allocates three groups of textbooks on domestic and general history: the first - textbooks, «containing set of chronological dates, names, descriptions of events, jokes» (they could be used as the book for reading though they «have been oversaturated by a material»); the second - the textbooks including «the compressed and clear statement of the general conclusions. And a small number of the facts» (they had «a concise statement of a historical material, were difficult for storing»), the third - the textbooks containing «a number of pictures, for which. The general conclusions which have been not formulated directly in the text »[210, 35-36] disappear. N.P.pokotilo (1912) criterion of the classification of textbooks on domestic history has defined a principle of an arrangement of a historical material and allocated textbooks« with the plan chronologically-biographic "and" regular ». Textbooks of the first group stated history events on chronology of political history of the states, taking away on the second plan questions« to social, cultural history, sketches of an economic life etc. »(K.V.Elpatevsky, K.A.Ivanov, D.I.Ilovajsky, S.F.Platon, S.E.Christmas). Construction under such plan corresponded to programs of various educational institutions, and clearness and distinctness of historical prospect» [191, 320-321] was their advantage «. In textbooks of the second group the main thing
The place was taken away to events of internal history, and event foreign policy and a biographic material have been presented in insignificant volume and «took the latest place» (I.M.Kataev, M.N.Kovalensky) [in the same place, 324].

Sharp radikalizatsija public consciousness in definition of the possible future of Russia and, in particular, the future Russian historical formation have generated attempt of differentiation of textbooks of history depending on ideological views of authors. It is characteristic, that this tendency is especially brightly traced in the beginning of XX century, that substantially speaks the general increase of political pressure in the country. According to this criterion textbooks are subdivided on officially-guarding (majestically-orthodox, official

Guarding): I.I.Belljarminov, K.V.Elpatevsky, D.I.Ilovajsky, S.E.Christmas; burzhuazno-liberal (liberal): P.G.Vinogradov, R.J.Vipper, N.I.Kareev, V.O.Kljuchevsky, S.F.Platon and democratic (socially-focused): A.JA Efimenko, M.N.Kovalensky, N.A.small horn. In textbooks of an officially-guarding direction the history was stated on a basis to "the theory of an official nationality», and the periodization of events has been built «on reignings and reigns», the political factor has been put in a basis of historical process and «a principle providentsializma» [267, 98]; in textbooks of a liberal direction «the social history» has been more in detail presented, but practically there was no characteristic of questions of economic development, and in textbooks of the socially-focused direction there is more than attention, than in other textbooks, was given to illumination of an economic life of a society and public struggle. [23, 18-21; 222, 129­131; 267, 98-100].

In educational institutions of the investigated period textbooks which were characterised as "professorial" scientists-historians [28 were which authors were used; 29; 30; 62; 77; 102]. They represented the reduced university course of history which all the same was superfluous and too
Volume, and consequently, and difficultly perceived by pupils. The exception makes S.F.Platonova's textbook, the most widespread in grammar schools and having positive responses of teachers of history by results of the questionnaire about history teaching in high school [229, 107].

Textbooks were divided also on "genres": traditional, textbooks - abstracts and textbooks-hrestomatii. Traditional textbooks as they in bolshej degrees corresponded to inquiries and possibilities of pupils were the most widespread. Textbooks-abstracts had a "dry", concise statement, and textbooks-hrestomatii were big on volume that complicated their development [222, 129-130].

The teoretiko-methodical pedagogical thought during the considered period began to make serious demands to textbooks, considering, that they should:

• to acquaint pupils with «the general concepts, to explain them elements of a historical life» [29, I];

• to be «good-quality in the scientific relation» and not to contain «archaisms, errors» [191, 309];

• whenever possible to give an objective picture of historical events, should not contain variability of estimations of events as «the critical statement is impossible» within the limits of high school [209, 4];

• to be based on the fact sheet which should be «not the training purpose in itself, and auxiliary means» understanding of historical process [105, 16];

• to be written by accessible language, it is compressed and it is exact, but is not concise"[In the same place, 22-23].

Characteristics of nineteen textbooks from all their studied file it is presented in the Appendix 6. [28; 29; 30; 31; 52; 53; 62; 73; 76; 77; 78; 102; 103; 110; 111; 112; 190; 207; 209].

At the analysis of textbooks on general and domestic history following lines of comparison have been chosen: the basic maintenance (internal and
Foreign policy, economy questions, spiritual sphere, a personnel); chronology; the didactic device, presence of cards and illustrations.

As the general lines of textbooks at both courses of history it is possible to allocate:

• the internal policy is considered through political reforms and social system questions;

• foreign policy: the characteristic of the most important wars is given; there is no diplomacy history (the narration is conducted about wars taken place, but there is no speech about wars prevented);

• questions of economic development (except foreign trade) practically are not mentioned;

• as a historical personnel for studying governors, outstanding statesmen are allocated;

• various quantity of dates in textbooks for one age of pupils on the same period. The appendix 7.

Among features of textbooks on general history in comparison with textbooks on domestic history it is necessary to allocate:

• the historical narration on general history was conducted on the countries and historical epoch (centuries), and on domestic history - on reigns (reignings);

• to culture questions on general history the considerable place was taken away, and the culture of Russia was considered as the peripheral factor of history;

• among a historical personnel on general history art workers, and on domestic history - figures of orthodox church are studied;

• in all textbooks on Fatherland history chronological tables have been presented;

• textbooks on general history have the best registration (presence of cards and illustrations). The appendix 7.

Many textbooks on general history have been built in a uniform line, covering ancient history, the Middle Ages and New time (D.I.

Ilovajsky, P.G.Vinogradov, R.J.Vipper, P.F.Dvornikov, N.I.Kareev), that allowed to realise unity of approaches in a statement and to use textbooks throughout several classes. The domestic history in textbooks was stated c the period of history of ancient Slavs to the present (the end of XIX century).

Some authors (D.I Ilovajsky, M.N.Kovalensky, P.F.Dvornikov) were composers of textbooks both on general, and on domestic history.

Some textbooks are to some extent unique. For example, in S.E.Christmas's textbook «Domestic history in connection with general» the material on history of the Patronymic and general history is located in parallel, that distinguishes it from all the others [207]. In textbooks on history of the Middle Ages and N.I.Kareevym's New time schematic tables of the maintenance of books (the basic periods of the history, separate questions and the European states are allocated) that allows to study history both on chronology, and on the separate states or problems [102, 206 are made; 103, 308]. In «the Textbook of Russian history» M.N.Kovalenskogo has been allocated history of primitiveness on the basis of materials of archeology of Russia [111]. In «the Textbook on the Modern history» P.F.Dvornikova considers concepts of economic development of the states [52].

More potential studying of historic figures which, «seizing results of the activity by soul of the child, leave for his life a print of beauty and the nobleness» [56, 17] possesses.

On the basis of paragraph materials it is obviously possible to assert, that domestic historians and teachers not only had been lifted a number of challenges of definition of the future of the history, capable, in particular, in the defining image to affect historical destiny of the Russian classical grammar schools, but also qualitatively new ideas and approaches to studying the histories which have the timeless nature and being the general contribution to development of domestic pedagogical thought are developed.

Some of these ideas and approaches had alternative character and could not be united within the limits of the uniform concept of development of classical gymnasia formation and, in particular, assumed qualitatively unlike ways of formation of historical consciousness of grammar-school boys. All it assumed a number of the following possibilities connected with the further development of historical formation and definition of the maintenance of historical consciousness of grammar-school boys. They could be expressed in the following: in refusal of a recognition of an exclusive role of antique history, aspiration to consider it as one of the periods in development of the European history, not having extreme value for formation of historical consciousness of grammar-school boys; in preservation behind antiquity of a special role in interpretation of history and historical development of the European culture. Each of these approaches had the right to existence as one of variants of development of teaching of history in a classical grammar school. However it is obviously possible to assume, that realisation of the given approach should demand a recognition behind a classical grammar school and, in particular, the maintenance of history of the right on independent and variativnoe development in system of the general secondary education and a recognition of validity of the self-valuable importance of all subsequent historical epoch reflected in the maintenance of classical gymnasia formation, for formation of historical consciousness of grammar-school boys.

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A source: ZUBAREVA Natalia Nikolaevna. FORMATION of HISTORICAL CONSCIOUSNESS of PUPILS In the DOMESTIC CLASSICAL GRAMMAR SCHOOL of SECOND HALF XIX - the BEGINNINGS of XX CENTURIES the DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2016. 2016

More on topic 2.1. Influence of evolution of the maintenance of history as subject matter on formation of historical consciousness of grammar-school boys:

  1. 1.3. Influence of spiritual and scientifically-world outlook potential of humanitarian disciplines on formation of historical consciousness of grammar-school boys in a domestic classical grammar school
  2. 1.1. Factors of formation and development of the maintenance of humanitarian subject matters of classical gymnasia formation as a condition of formation of historical consciousness of grammar-school boys
  3. 1.2. Development of a historical science as one of significant a determinant of formation of historical consciousness of grammar-school boys in a domestic classical grammar school
  4. Chapter 2. Perfection of the maintenance of historical consciousness of grammar-school boys in a domestic classical grammar school of second half XIX - the beginnings of XX centuries and its value in a present context
  5. 2.3. Pedagogical experience of formation of historical consciousness in a domestic classical grammar school of the investigated period and its value for development of modern formation
  6. 2.2. Evolution of the maintenance of historical study of local lore as a condition of formation of historical consciousness in classical gymnasia formation of second half XIX - the beginnings of XX centuries
  7. ZUBAREV Natalia Nikolaevna. FORMATION of HISTORICAL CONSCIOUSNESS of PUPILS In the DOMESTIC CLASSICAL GRAMMAR SCHOOL of SECOND HALF XIX - the BEGINNINGS of XX CENTURIES the DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2016, 2016
  8. Zubarev Natalia Nikolaevna. FORMATION of HISTORICAL CONSCIOUSNESS of PUPILS In the DOMESTIC CLASSICAL GRAMMAR SCHOOL of SECOND HALF XIX - the BEGINNINGS of XX CENTURIES the dissertation Author's abstract on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2016, 2016
  9. Chapter 1. Value of humanitarian subject matters in the maintenance of domestic classical gymnasia formation for formation of historical consciousness of pupils of second half XIX - the beginnings of XX centuries
  10. the Appendix 1. The maintenance of pragmatical history of programs on general history of classical grammar schools
  11. 1.1. A subject of history of economy and its evolution
  12. § 4.1. Formation and justice evolution in North American states and its influence on formation of federal bases The states
  13. § 2.1.7. The factor of national consciousness and historical justice.
  14. the Appendix 7. The comparative table of textbooks on general and domestic history of the Russian classical grammar schools of second half XIX - the beginnings of XX centuries
  15. the APPENDIX 7 Working program of a subject matter «Professional self-organising of the teacher»
  16. the Appendix № 1. The subject matter program «Ethnopedagogics in logopedic activity».
  17. the Chapter V. Evolution of enterprise relations in formation and functioning of command system in the Soviet state and its influence on economic - legal ideas
  18. orthodox culture in the maintenance of formation of various types of the Russian school in second half XIX - beginnings HH centuries