The Past: How Populist Students Opened Secret Schools 150 Years Ago

Content:

Context

Course with employment: "The profession of a Methodologist from scratch to PRO"

In 1972, after completing my studies at a four-year state-run school, I learned about the existence of a free secret school organized by students of Novorossiysk University. This school was created for the development of children and youth, and it accepted students regardless of gender or age. Classes were held in the evenings, from five to nine o'clock.

I decided to enroll in this school. My older sister, Sofia Shekhter, as well as my friends Sofia Balaban and Vera Gassokh, also chose this educational institution.

The school had five groups/classes. Groups V and IV were intended for clerks and seamstresses, and the younger groups did not interact with them. Group III, which included my sister and Balaban (a fourth-grade student), included mature girls with varying levels of development. Group II, where Gassokh and I studied, included girls aged 12.5 to 14 with low developmental levels. Finally, Group I consisted of young children who were taught the basics of literacy. The school's founders, students Bogdanov and Zheleznyak, sought to create a new type of educational institution, different from traditional gymnasiums. They focused on general mental development, which was supposed to reach a level that would allow students to independently engage in self-education. As a result, the school focused on developing the skills and abilities necessary for successful learning and personal growth. The curriculum was varied and intensive. We studied subjects such as physics, algebra, and geometry, even before we had mastered all the rules of arithmetic. In addition, Russian, French, and German were taught, as well as history and geography. Such a wide range of subjects contributed to the comprehensive development of students. Our educational process emphasized reading with explanations and discussions. We students called these discussions "reasoning lessons" and often asked our teachers to replace subject classes with reasoning lessons. These lessons fostered a deep understanding of the material and the development of critical thinking. Zheleznyak taught physics and was one of those teachers who knew how to bring even the most complex topics to life. For example, we viewed the "Torriceglian void" with humor, and the design of a pneumatic pump seemed surprising and interesting. We enthusiastically approached the chalkboard to draw this machine and happily repeated everything we had just learned to Zheleznyak. This approach to teaching made physics not only accessible but also engaging, which contributed to better assimilation of the material.

Zh. not only taught us formulas but also developed critical thinking. He emphasized the importance of approaching any phenomenon or concept with the questions "why?" and "for what purpose?" We actively applied this skill to him. We asked a variety of questions about science, religion, and rituals, and always received clear and precise explanations. This approach not only deepened our understanding but also contributed to the development of analytical skills necessary in the modern world.

He spared neither time nor effort, and we often stayed until 11 p.m. Afterward, a noisy crowd would return home, cheerfully discussing the past day, forgetting that we were students at a secret, conspiratorial school. This time became not only a period of learning but also a true school of life, where each of us gained confidence and skills that would be useful in the future. In her report at a meeting of the Archival Commission in Odessa, Anastasia Shekhter explores significant events from the distant past. This material is presented in the collection "Historical and Revolutionary Bulletin," published in Moscow in 1923 with the support of the Society of Political Prisoners and Exiled Settlers. The original report is kept at the A. I. Herzen State Pedagogical University of Russia and is also available in an electronic version at the B. N. Yeltsin Presidential Library. The study addresses important aspects of historical memory and archival affairs, making it a significant contribution to the study of history.

Context

Memories of a school that operated in Odessa in 1872-1874 represent a valuable historical source. This educational institution was organized in secret, which emphasizes its importance in the context of the educational and social history of the region. The organizers of the school subsequently became active participants in the revolutionary movement, which gives additional significance to these memoirs. They were published in a thematic collection of 1923, which sheds light on the events of that time and the role of education in shaping public consciousness.

One of the key phenomena of populism in the second half of the 19th century was the opening of free schools on a public basis. The main goal of these schools was to educate representatives of the lower classes, who at that time remained largely illiterate. In this context, groups such as shop assistants and seamstresses, as well as children from poor families, are mentioned, emphasizing the desire for education and social equality. These initiatives played an important role in raising the level of education and literacy among the lower classes, thereby contributing to social development and improving living conditions.

The second goal of the populist schools was the "correct" education of youth, determined by the ideological views of the populists themselves. These educational institutions also accepted those who had already received an education in vocational schools and gymnasiums, or even graduated from them. Young people came to study at populist schools either out of curiosity or to improve their knowledge if they had not been successful in gymnasiums and colleges. Such schools played an important role in shaping the worldview and ideals of young people striving for social change and a new understanding of their place in society.

Classes in public schools were free, unlike those in state-run schools. Teachers working in these schools were enthusiastic volunteers and received no compensation for their work. However, they typically did not stay long in their positions, as they were often students themselves. These schools were supported by private donations. Classes were held primarily on Sundays or weekday evenings. One example is a school legally opened in 1889 in Tambov, where both children and adults were taught.

Reworked text:

Also study:

Historical quote: "Indecent "support a person in his legitimate desire to learn!" This phrase emphasizes the importance of education and the need to support those who strive for knowledge. Education is the foundation of personal and professional growth. Support in learning not only contributes to the development of the individual, but also enriches society as a whole. In the modern world, it is important to create conditions for learning and development so that everyone can realize their potential. Opening such a school legally was a difficult task, as it required obtaining permission from the authorities. Officials were suspicious of such applications, realizing that these educational institutions not only taught literacy but could also engage in revolutionary agitation. Moreover, the officially sanctioned educational program in populist schools had significant limitations. Trustees of educational districts strictly controlled the content of the curriculum, ensuring that the curriculum did not include topics beyond reading, writing, mathematics, and the Law of God. The school mentioned by Anastasia Shekhter operated illegally, likely because obtaining permission for a full-fledged educational program was impossible. The school taught subjects such as history, geography, and political economy, although, according to Shekhter, the students did not always understand the latter. The founders obviously wanted to avoid attention from the authorities, which also contributed to the choice of illegal status.

Reading is an important aspect of our lives, contributing to the development of thinking and broadening horizons. It helps to deepen knowledge in various fields, as well as improve communication skills. Immersing yourself in books and articles not only entertains but also enriches your inner world. Reading improves concentration and memory, which is especially important in today's information-saturated world. Regular reading helps develop critical thinking and the ability to analyze information, making it an integral part of learning and personal growth. Take advantage of the opportunity to read more to enrich your knowledge and improve your quality of life.

Teaching was always more than just a profession for Tsiolkovsky, but an interesting pursuit. He viewed learning as a fascinating process through which he could share his knowledge and inspire others. Known as the founder of cosmonautics, Tsiolkovsky also proved himself to be a talented educator. His approach to teaching combined scientific knowledge and creative thinking, making his classes engaging and educational.

Tsiolkovsky understood the importance of education for the development of future generations and sought to develop critical thinking in his students. He encouraged curiosity and experimentation, which contributed to the development of a scientific approach to life in children. Tsiolkovsky's teaching was significant not only for his students but for science as a whole, as he inspired young people to study physics and astronomy.

Thus, for Tsiolkovsky, pedagogy became not just a profession, but a means of transmitting knowledge and shaping future scientists capable of making the world a better place.

The author of the memoirs recalls that already in the second year of the school's operation, a decline began. The number of teachers decreased, and many of them began to miss classes. Financial difficulties led to a lack of funds for rent and electricity. At some point, one of the remaining teachers began teaching lessons at home and took responsibility for all subjects. However, this soon ceased. The author believes the main reason for the closure of the school was the rise of the revolutionary populist movement in 1874. The activists involved in teaching at this secret school switched to more important matters and stopped paying attention to the educational process.

Anastasia Shekhter, despite retaining warm feelings for her teachers, gave a critical assessment of the educational process at the school. She noted that the development of the mind was disorganized, and knowledge was not systematized. Students often grasped concepts without deep understanding. She believes the psychological stress students experienced was unnatural, as it resulted in their pursuit of knowledge becoming secondary. In addition, she emphasized that the need for social activity arose too early, and this distracted from studies, turning vital energy into dreams and fantasies.