The emergence of the first schools in History of the development of school education in Russia

The ancestors of modern schools were Roman and Greek schools. Wealthy parents in Ancient Greece and Rome often sent their children to famous philosophers to learn their wisdom and knowledge.

However, the philosophers conducted their studies individually: they invited the student either to their home, or went with them for a walk. Over time, famous Greek speakers began to travel through cities, teaching the local population.

It was during this period that the need arose to organize special institutions in which everyone would gather to listen to lectures by thinkers. This is how the first schools began to appear in Ancient Greece and Rome.

Ancient schools were organized in squares, not indoors. Over time, such squares began to be called gymnasiums. It is noteworthy that in the first schools the teaching of writing and grammar began relatively late - in 300 AD.

Until this time, schools held discussions and discussed political and philosophical issues. In Sparta, classes in schools were military training. From an early age, boys were taught martial arts.

School in different historical periods, its role and teaching methods

There are many theories about the reasons for the emergence of schools during antiquity. One of them is that parents simply wanted to keep their children busy with something so that they would not interfere with their work.

This theory is confirmed, since the first students were old people and children - disabled categories of the population. In ancient schools, special attention was paid to the spiritual development of children: they were taught the basics of philosophy and religion.

During the Middle Ages, schools were religious in nature. They often opened at monasteries and cathedrals. The main discipline was Latin language where the service was held. Children were taught writing and reading.

Upon graduation from monastery schools, the child had the opportunity to become an assistant priest. The children of wealthy merchants often attended secondary schools, which taught only seven disciplines: grammar, logic, geometry, arithmetic, astronomy, music, geography.

Medieval schools were famous for their harsh teaching methods: students were often subjected to corporal punishment, which could take on the character of torture.

Since the 17th century, the first schools for girls were opened in Europe. In them, little students were taught the main disciplines of that time - dancing, etiquette, handicrafts, literature.

Until the end of the 19th century, girls did not have the right to enter higher school. Often schools during this period were closed type with very strict discipline.

Functions of the school in society

The main function of modern schools is to provide children with the opportunity to receive an education. However, one should not perceive school solely as a place where children learn science and learn to read and write.

Thanks to school, children adapt to adult life are preparing to choose their profession. It is at school that we absorb and develop such qualities as hard work, honesty, responsibility, and patriotism.

How did people learn to use scales?

Just think how many things people in your city weigh every day! You won't have enough space or time if you try to list them. Today it is very important to be able to weigh things correctly. This is necessary not only in trade and production, but also in everyday life. This skill is essential in the world of science.

Who was the person who first figured out how to weigh different objects? We may never know his name, but history books tell us that it happened in Ancient Egypt. About 7,000 years ago, the Egyptians invented the first scales. Two weights were placed on opposite ends of a long horizontal beam and they waited until the beam stopped swaying and reached a state of equilibrium.

And this is what the oldest scales on earth looked like. A long beam was attached to a small block using a string threaded through a hole in the middle of the beam. A bowl was attached to each end of the beam with threads. When the bowls were empty, the beam lay horizontally: the scales were in a state of equilibrium. To determine the weight of any object, it was placed on one bowl, and a load was placed on the other, which served as a weight standard, and therefore its weight was known to everyone.

For 5,000 years, this design was the most reliable scale, known to man. Already at the beginning of our time, the ancient Romans somewhat modernized them. They began to thread a thin rod or pin through a hole in a horizontal beam instead of a rope. Such scales began to be called steelyards.

The bar, which hung from a rod or hook, had two ends of different lengths. An object that needed to be weighed was hung from the short one. A specific weight was then moved along the long end of the scale until it reached equilibrium.

These two devices were the great-grandfathers of all modern types of scales known today.

Today we can weigh things that were not even thought of in ancient times. Modern scales can show how much a human hair weighs. How much, for example, do letters written in ink on a blank sheet of paper weigh? Modern scales can also show how much a loaded dump truck weighs.

And in scientific laboratories they use special, especially precise scales and create special conditions for their operation: after all, humidity, vibration, electrical waves and other factors can interfere precise work scales After all, with their help you can determine weight with an accuracy of 1/100,000,000!

A school is a place where several people, usually children, come together to gain certain knowledge and skills. You can mark two distinctive features schools: this is a specific place where several people study at once.

The Greek and Roman schools became the forerunners of all modern schools and colleges. But even in Greece, many centuries ago, there were times when one student was brought to one professional teacher. There were no schools or classes then.

Later, Greek orators and philosophers, to whom students came and who had to travel a lot to give people knowledge, began to create some semblance of schools. The great Greek philosopher Plato was the first teacher to organize learning in a place he called an "academy." The duration of training there was 3–4 years.

Ancient schools were usually located on sites where military personnel trained or parades were held. These sites were called gymnasiums. Later, Aristotle created his own school and called it a lyceum. Another thing is interesting: in Germany, schools began to be called gymnasiums, in France - lyceums, and the Scottish name for the school is academy! All three names have been preserved since the times of Plato and Aristotle.

Neither of these two schools looked like a modern educational institution. Rather, they were places for discussion, and only occasionally were lectures or classes given to students.

Around 250, the ancient Greeks realized that students should be taught grammar, so special grammar schools gradually appeared.

Even later, the Romans adopted their educational system from the Greeks. Roman schools were more similar to modern ones. Believe it or not, students were just as reluctant to go to Roman schools as we sometimes are to modern ones. Students had to get up early, learn complex rules, a foreign language and, in addition, behave appropriately. The disobedient and lazy were flogged with rods!

School uniforms in the modern world are used in two cases.

In the first case, individual schools and universities introduce it as a symbol of elitism, belonging to the upper stratum of society. This is usually done on the scale of one elite school and this uniform is usually very expensive, beautiful and really makes children stand out among their peers.

In the second case, when it is introduced as a universal element of school clothing throughout the country, they do this to equalize all children. These are either very poor countries (CAR, Kenya, Nigeria, etc.), or totalitarian ( former USSR, Syria, North Korea, China, etc.). In this case, of course, the uniform is used throughout the country, but it is made from very cheap materials and looks... the same, which is what is required of it :-)

But this is in the modern world - in ancient times it was used only to emphasize the fact of belonging to a higher, educated layer.

Since ancient times.

The first schools appeared a long time ago, at the very dawn of human civilization. One can even say that schools were an indispensable attribute of civilization as such. And since ancient civilization(from those that we know) - Egyptian, then the first schools, lessons, teachers and students were right here, in the shadow of the famous pyramids and the Sphinx.

School tradition of ancient Egypt much deeper and richer than any school tradition, since it was formed and developed over several thousand years. Only noble Egyptian youths could study: the children of the pharaoh and his family, the children of priests and high-ranking officials, or only occasionally those who really wanted to study. There was no school uniform as such yet.

Studying in Ancient Egypt (top)

Schoolchildren and students of ancient Egypt kept their educational records on papyri, and upon entering and graduating from school (as in our time) they took exams. Another integral attribute of education in an Egyptian school was the initiation of schoolchildren into theatrical religious mysteries. Probably initially only they were taught at school; this is evidenced by the fact that all schools were attached to churches.

From Egypt we move on to the ancient east - the so-called Mesopotamia (the Tigris and Euphrates rivers). Almost There were schools in every city of Mesopotamia, organized at temples, and already by the 3rd millennium BC. e. the number of schools in Mesopotamia was significant.

In Sumerian the school was called “edubba” - “house of tablets” - and was intended primarily for the training of scribes. In the process of teaching writing, clay tablets were used, on which students wrote with a pointed stick (style). Basically, the schools were small, numbering 20-30 students, with one teacher who created model tablets, the children copied them and memorized them. The teaching method was based on repeated repetition. In large “edubbas” (they were called “houses of knowledge”) there were several teachers of writing, counting, drawing, many rooms for classes and storage of tablets.

Special There were no school uniforms in Mesopotamia, but the children dressed much like future scribes and always carried with them a couple of tablets and a writing stick.

In the school of ancient Sumer

By the 1st millennium BC. e. The Sumerian ideal of education is emerging, including a high level of mastery of writing, drafting documents, the art of singing and music, the ability to make reasonable decisions, knowledge of magical rituals, information from geography and biology, and mathematical calculations.

From Egypt and Mesopotamia, civilization, and with it the school, migrated to Greece. The beginnings of school uniforms come from ancient times. Among the ancient Greeks Already in very early times, great attention was paid to the education of children. The Greeks sought to raise an intellectual and healthy person, well-developed physically, to combine the beauty of the body and moral virtues. Already by the 5th century. BC. There were no illiterate people among the free Athenians. And learning from home moved to schools.

First famous school in ancient Greece it was created by the famous philosopher and scientist Pythagoras and named in his honor - the Pythagorean school.

School of Pythagoras

In his youth, Pythagoras traveled a lot in search of wisdom and knowledge, in particular he was in Egypt, and not only visited, but studied in the Egyptian temple. He was a diligent student and successfully exported what he learned in Egypt to Greece, creating his own Pythagorean school in the Egyptian manner. Well, then such a necessary social institution as the school spread throughout Greece.

After seven years, the boys were transferred from the hands of their mother and nurse to the care of their father and a slave-teacher (translated from Greek, the word “teacher” means “accompanying the child”), who oversaw the boy’s upbringing and accompanied him to school.

At school the form of clothing was a short tunic and light armor with artistic decoration and chlamys- this is a piece thick fabric, thrown over the shoulders and fastened at the shoulder, chest. For centuries, this uniform remained the unchanged model for boys in training.

From the age of 16-18, boys could continue their education in gymnasiums, schools of rhetoricians and philosophers.

Girls learned to read and write under the supervision of their mother, and gradually became familiar with women's domestic work: needlework, spinning, and weaving. They certainly had to be able to sing and dance in order to participate in ritual holidays in the future. They also became acquainted with literature. It is known that already in the 7th century. BC. in some areas of Greece there were girls' schools where girls studied music, poetry, singing and dancing. One of these schools (according to legend) was led by the famous poetess Sappho. Her poems contain lyrical tender lines dedicated to students brought up in an atmosphere of grace and beauty.

In different cities of Greece, training took place differently. In Sparta, where upbringing was exclusively a matter of the state, study and education were built with the goal of raising, first of all, a warrior and the mother of a warrior. For 13 years - from 7 to 20 - the boys were in state camps, constantly exercising physically. Girls also paid a lot of attention to sports and competed equally with boys in competitions.

The rigidity and severity of the Spartan methods of education made them household names (hence the expression “Spartan conditions”, i.e. very harsh), and if endurance, firmness and brevity (Laconia = Sparta) have earned the praise and approval of descendants for centuries, then cruelty and excessive enthusiasm military training to the detriment of mental and artistic development was already condemned by the contemporaries of the Spartans, the inhabitants of other city-polises, where the ideal of “kalocagathia” reigned - beauty and goodness, fused together.

(click to enlarge)

In Ancient Greece there were also special school insignia. For example, in Aristotle’s Peripatetic school, founded by him in 334 BC, students and Aristotle himself wore ties tied with a special “oriental” knot and white togas thrown over the left shoulder.

Public school in Rome, open to everyone, appeared during the period of the empire, or more precisely, in the second half of the 1st century AD. However, there was no uniform; only clothes for gymnastic exercises were generally accepted. But if during classes it was discovered that a student’s clothes were unkempt, he was punished, and in case of repeated cases of sloppiness, he was expelled from school in disgrace.

At a Roman school

Like any children in any era, Roman children spent most of their time playing various games. The favorite pastimes of children in Ancient Rome were not too different from the games of today's children: boys played ball, hide and seek and chase, and girls played with rag dolls. With the exception of children from patrician families, who could play in their own gardens, children mostly played in city squares and streets, in city parks.

In general, children were often given the opportunity to have fun: religious festivals, circus shows, military parades and the triumphs of various generals were excellent occasions to have fun. Already in those days, toy weapons were popular: swords, bows, wooden broadswords.

School in Ancient Rome

In Ancient India education was family-school in nature, and the role of the family was dominant. In India, a special caste system of social structure has developed. Up to the 5th century. BC e. During the Hindu period, education and training in ancient India was based on the idea that each person must develop his moral, physical and mental qualities in order to fit seamlessly into his caste.

Boys began their education at the age of 7-8, their initiation into disciples took place in the form of an upanayama ritual, but learning to read and count began several years before. After completing upanayama, training began with a teacher, whose relationship with the students developed according to the “father-children” model: the students lived in the teacher’s house, obeyed and revered him in everything.

All students were required to come to classes in certain clothing.- “dhoti kurta”. “Dhoti kurta” is a strip of fabric draped around the hips and legs, accompanied by a waist-length shirt, which differs among different castes in ornamentation, tailoring and material. Later, with the development of Buddhism and Hinduism in the 1st-6th centuries, school clothes also changed. Students began to wear “kurta” and “pajami” - a long shirt and wide pants.

Education in ancient India

At the end of the 1st millennium BC. e. Buddhism arises in ancient India, which promotes the spread of education and coexists with Hinduism. During this period, the number of schools that opened at Buddhist monasteries, located throughout the territory of Ancient India, increased; at the same time, there was an elementary religious “school of the Vedas” and a secular school.

The success of Buddhist schools was explained by the absence of caste division, tolerance towards people of other faiths, and the combination of spiritual education with secular education. Buddhist teachers organized individual training, based on the results of constant observation of students, training and education were not authoritarian, but advisory in nature.

In the II-VI centuries. There was a revival of Hinduism, as a result of which education acquired a practical orientation. A two-stage education system emerged: primary schools (tol), where they taught counting, reading and writing in Sanskrit and local languages, and secondary schools (agrahar), whose curriculum included geography, mathematics, languages, healing, sculpture, painting, etc. d. Much attention was paid to moral education.

In Ancient and Medieval China

The history of the Chinese school goes back to ancient times and is perhaps the first formalized learning process in history in such detail, so let’s look at the Chinese school in more detail.

According to legend, the first schools in China arose in the 3rd millennium BC. The first written evidence of the existence of schools in Ancient China was preserved in various inscriptions dating back to the ancient Shang (Yin) era (16-11 centuries BC).

Only the children of free and wealthy people studied in these schools. At the core schooling there was reverence for elders, the mentor was perceived as a second father. By this time, hieroglyphic writing already existed, which was owned, as a rule, by the so-called writing priests. The ability to use writing was inherited and spread extremely slowly throughout society. ABOUT There is no evidence of the presence of a school uniform at this time.

Confucius (551-479 BC) had the greatest influence on the development of upbringing, education and pedagogical thought in Ancient China. The pedagogical ideas of Confucius were based on his interpretation of issues of ethics and the foundations of government. The central element of his teaching was the thesis about proper education as an indispensable condition for the prosperity of the state.

In general, the Confucian approach to teaching is contained in a succinct formula: agreement between student and teacher, ease of learning, encouragement for independent reflection - this is what is called skillful leadership. Therefore, in Ancient China, great importance was attached to the independence of students in mastering knowledge, as well as to the teacher’s ability to teach his students to independently pose questions and find their solutions.

During the Han Dynasty (206 BC - 220 AD), which ended the era Ancient China, Confucianism was declared the official ideology. During this period, education in China became quite widespread. The prestige of an educated person has grown noticeably, resulting in the emergence of a kind of cult of education. The school itself gradually turned into an integral part of state policy. It was during this period that a system of state examinations for holding bureaucratic positions arose, which opened the way to a bureaucratic career.

Already in the second half of the 1st millennium BC, during the short reign of the Qin dynasty (221-207 BC), a centralized state emerged in China, in which a number of reforms were carried out, in particular, simplification and unification of hieroglyphic writing, which was of great importance for the spread of literacy. For the first time in Chinese history, a centralized education system was created, which consisted of government and private schools. From then until the beginning of the 20th century. in China, these two types of traditional educational institutions continued to coexist.

Already during the reign of the Han dynasty in China, a three-tier school system began to form, consisting of primary, secondary and higher educational institutions. The first mentions of school uniforms date back to this time. Her appearance resembled the clothes of Buddhist monks.

In general, from that moment on, education began to become highly formalized. By the middle of the 1st millennium, important changes had occurred in the system of state examinations: everyone who had previously studied the Confucian classics, regardless of social status, was officially admitted to them. At the same time, the procedure for state exams was significantly complicated: instead of oral exams, written exams were introduced, which required a more thorough study of the Confucian canons.

During the Ming Dynasty in China, when writing examination essays for state exams, they began to require adherence to a template scholastic style, from which in no case could one deviate. Each essay was to consist of eight sections, with each of the last four sections to be in two parts. Written according to this scheme, the work was an intricacy of hieroglyphs, in which only the form was valued. Each section of the essay had to be limited to a certain number of hieroglyphs: no less than 300 and no more than 700. When writing the essay, it was impossible to cover events and facts that took place after the Qin and Han dynasties, i.e. after 220 AD

In general, the school education system, inherited from antiquity and preserved in China until 1905, had the following form: teaching boys to read and write began at the age of 6-7 years in the government primary school for a moderate fee; as for the girls, they did not go to school and were raised in the family. Rich people preferred to educate their children privately: they either hired a teacher for their son or sent him to a private school.

This initial training usually lasted 7-8 years. During this time, students memorized up to 3 thousand of the most common hieroglyphs and received basic knowledge of arithmetic and Chinese history. Great importance in the process of elementary education was given to calligraphy - the art of beautifully writing hieroglyphs with a brush. For most children, this was where education ended. After finishing primary education exams were taken.

Those who successfully passed them could continue their education at the second level, relatively speaking, in secondary school. Education at the second stage lasted 5-6 years. In the last years of study at the second stage, students learned stylistics and the ability to write poetry. In addition, attention was paid to the ability to interpret the texts of classical books and commentaries on them, to write essays on a certain form. In the process of studying at the second stage, students took exams: monthly, quarterly and annual. Thus, in secondary school, the content was limited to a very narrow framework and was of a purely humanitarian nature. The study of secular sciences, with the exception of the basics of arithmetic, was not part of the content of education. Young people aged 18-19 could prepare to take state exams.

Japanese educational system noticeably different from its Chinese prototype. This is explained by two main reasons: firstly, the Chinese system of higher educational institutions by the time the Tang dynasty was established had gone through quite a long (more than seven centuries) path of being tested by time; secondly, in Japan the aristocratic traditions turned out to be much stronger than in China, which led to a greater role for “private schools” (shigaku).

This situation indicates fewer educational opportunities for people from the lower strata of Japanese society. Consequently, the Japanese education system was already initially structured in such a way as to be more consistent with local realities (and, of course, aristocratic traditions) and not allow representatives of non-aristocratic families into the ranks of the governing elite (exceptions were made only for a few immigrant families who were in court service).

Japanese school uniform one hundred years ago

Since the beginning of our era in Japan and to this day a special tradition has developed. Almost every school has its own uniform. Nowadays, the “sailor fuku” school uniform in Japan is almost always a sailor suit, a skirt and bows for girls. She has already become a kind of symbol. For modern Japanese girls, this is more than just a school uniform - it is a full-fledged clothing style. "Gakuran" is worn by boys in Japan - these are dark-colored trousers and a jacket with a stand-up collar. In different schools in Japan, the colors of the uniform differ and highlight the students.

Example of a modern Japanese uniform

A little to the side stands the institute of the school, which was among the ancient Aztecs. Aztec schools were public and were divided into two types: youth houses (telpuchcalli) and schools of nobles (calmecac). The first taught children from the age of 15, who belonged to ordinary citizens, artisans and farmers.

Accordingly, the subjects they studied in such schools were aimed at better practical mastery of the skills that were necessary for farming. A special place was given to military training, since in cases of war, commoners were recruited. Teachers (pipiltins - retired warriors) developed the basic skills of close combat (hand-to-hand, with a spear) and long-range combat (with weapons such as atlatl or bow), military tactics, maneuver and much more.

Aztec education

Schools for privileged children offered great opportunities for your students. They taught mathematics, astronomy, writing, politics, religion, literature and history. The teachers were sages (tlamatinime), who prepared future priests, dignitaries and military leaders. The Aztecs did not have any school uniforms.

During school, some girls also studied in special institutions that trained future priestesses. In addition to religion, they also taught other disciplines that contributed to the development of women's skills, which were useful during special religious rituals.

In general, it can be noted that the states of antiquity accumulated a wealth of experience in education and training, which influenced the subsequent development of school and pedagogy. In the era of ancient civilizations, the first schools arose, attempts were made to comprehend the purpose, objectives, content, forms and methods of educating and training younger generations.

Middle Ages

As for Europe, with the decline of ancient culture there was a decline in education, and the institution of the school was completely leveled out. It’s not for nothing that these times were called the “Dark Ages.”.

However, in the early Middle Ages, schools of the ancient type dominated, training mainly the clergy. Later, schools of elementary education appeared (taught children seven to ten years old) and large schools (for children over ten years old).

In education and training in the Middle Ages, pagan, ancient and Christian traditions were intertwined. Church schools occupied a special place in the education system. Pedagogical thought was practically absent in the Middle Ages, replaced by the postulates of the church and religious education. There were two types of church educational institutions: cathedral (cathedral) and monastic schools.

The first trained clergy, but also prepared them for secular activities. They provided a broader education than monastery schools. The program of cathedral schools included reading, writing, grammar, counting, and church singing. During the late Middle Ages, some cathedral schools taught academic subjects trivium (grammar, rhetoric, dialectic) or information from the quadrivium (arithmetic, geometry, astronomy, music). At the end of the 12th century. Cathedral schools were transformed into comprehensive schools and then into universities.

Monastic schools were divided into three main types: pastoral-monastic (prepared clergy for parish service), dormitory schools at monasteries (prepared boys to become monks) and schools for teaching literacy and church scripture for boys who did not intend to stay at the church or monastery. The studies were theological in nature with some secular elements. Cruel punishment of children was considered natural and godly. Holidays and physical education were virtually absent. The school uniform was naturally ordinary monastic clothing, however, there is no information about its mandatory nature.

Women's education remained strictly at home. The daughters of feudal lords were raised in the family under the supervision of mothers and special women. Girls were often taught reading and writing by chaplains and monks. The practice of sending girls from noble families to be raised in nunneries, where they taught Latin, introduced them to the Bible, and instilled noble manners. Girls from unprivileged classes were at best taught housekeeping, needlework and the basics of the Bible.

In the late Middle Ages, guild and city schools became widespread. This was primarily due to the increased role of cities. Guild schools, supported by artisans, provided general education. City schools were born from guild and guild schools. They were not under the supervision of the church for long. The head of the institution was called the rector, and teachers very often had the status of “vagrants”. The fact is that the school hired a teacher for a certain period, so after some time he was forced to look for a new place. The program included the following subjects: Latin, arithmetic, office management, geometry, technology, natural sciences.

At the end of the XII - beginning of the XIII century. the first universities appeared. The word "university", derived from the Latin universities - "integrity", "totality", meant a corporation of teachers and students. The medieval university included the following faculties: law, medicine, theology, philosophy. However, training began with a special, preparatory faculty, where the famous “seven liberal arts” were taught. And since the Latin for art is “artes,” the faculty was called artistic. Teaching was in Latin.

The word "lecture" means reading. The medieval professor actually read the book, sometimes interrupting the lecture with explanations. Thousands of people flocked to cities where the famous scientist and professor came. In fact, this is how universities were formed. In the small town of Bologna, where at the turn of the XI-XII centuries. An expert on Roman law, Irnerius, appeared, and a school of legal knowledge arose, which turned into the University of Bologna. Similarly, another Italian city, Salerno, became famous as a major university center for medical science. The University of Paris, founded in the 12th century, was recognized as the main center of theology.

To become a university, an institution had to receive a papal bull (decree) of its creation. With such a bull, the Pope removed the school from the control of secular and local church authorities and legitimized the existence of the university. The rights of the educational institution were confirmed by privileges - special documents signed by popes or reigning persons. Privileges secured university autonomy (its own court, administration, as well as the right to grant academic degrees), exempted students from military service. Professors, students and employees educational institution were subordinate not to city authorities, but exclusively to the elected rector of the university and elected deans of faculties. If a student committed some kind of misconduct, the city authorities could only ask the university leaders to judge and punish the offender.

As a rule, a wonderful career awaited a university graduate. On the one hand, universities actively collaborated with the church. On the other hand, along with the gradual expansion of the administrative apparatus of various feudal lords and cities, the need for literate and educated people increased. Yesterday's students became scribes, notaries, judges, lawyers, and prosecutors.

The student population was very diverse - the majority came from noble townspeople, but even the children of peasants could receive a scholarship and education. There were many monks and clerics.

Dressed like a London schoolboy!

Uniform clothing for schoolchildren in Europe appeared in England for the first time since ancient times: in 1552, the Christ’s Hospital school was founded for orphans and children from poor families. For students, a costume was introduced consisting of a dark blue jacket with ankle-length tails, a vest, a leather belt and trousers just below the knees. The form has remained approximately in this form to this day, the only difference is that these days the students of Christ’s Hospital are no longer orphans, but the future economic and cultural elite of Great Britain.

This experience with the introduction of identical clothing for all students in the 18th century was useful to the principals of English schools. At that time, children from wealthy families went to school in expensive clothes and made fun of their modestly dressed classmates and teachers.

Portrait of Two Eton School Boys in Admontem Dress,
Eton Chapel Behind by Francis Alleyne, ca. 1774-1790

At the beginning of the 19th century, many English schools introduced not only school uniforms, but also codes of conduct, violation of which could lead to the expulsion of the student. British boarding schools were the first to introduce the uniform, then it appeared in public schools, and in 1870 a decree was issued in Britain according to which the state guaranteed school education for every child and his provision of uniforms. Private schools also introduced own form, but not in order to ensure the equality of students, but to emphasize their belonging to the elite. This is how the symbol of equality of all schoolchildren turns into an object of prestige.

At the same time, students from various private schools came up with a complex system of rules for “internal prestige”: how many buttons are fastened on a uniform blazer; at what angle is the hat worn; how the laces on the shoes are tied; whether a student carries a school bag, holding it by one handle or both... These symbols were invisible to outsiders, but the students understood each other’s place in the school hierarchy.

School uniforms were introduced in all colonies of the British Empire: in India and Australia, in New Zealand and South Africa, in the Caribbean islands. The uniform was the same for all colonies, but although suitable for the English climate, it caused inconvenience in hot countries.

Now every school in England decides for themselves whether to introduce a school uniform or not, and if so, what kind. Below is an example of a modern English form of the most popular color scheme.

In Rus'

Vologda-Perm Chronicle about the school of Vladimir Svyatoslavich:
988. “The Great Prince Volodymer, having gathered 300 children, went away to teach literacy.” The history of Russian education begins with this message. During the reign of Prince Vladimir, only boys could study at school, and the first subject for their education was bookmaking.

Only a hundred years later, in May 1086, the very first women's school appeared in Rus', the founder of which was Prince Vsevolod Yaroslavovich. Moreover, his daughter, Anna Vsevolodovna, simultaneously headed the school and studied science. Only here could young girls from wealthy families learn to read and write and various crafts.

At the beginning of 1096, schools began to open throughout Rus'. The first schools began to appear in such large cities as Murom, Vladimir and Polotsk, and were most often built at monasteries and churches. Thus, priests were considered the most educated people in Rus'.

Mostly at that time they wrote on birch bark, and in such “business correspondence” even references to primary education in Rus' were preserved:

...vologou sobi copi a ditmo por[t]i k...- - - - - - [d]aI literati outsiti...
[Buy yourself a Vologda, and go teach your child to read and write]
G 49. Charter No. 687 (strategy. 60s. 80s of the 14th century, Troitsk. M)

Moreover, thanks to one confused boy who lost all his birch bark at once, educational notes on birch bark were found. These are the famous birch bark letters of Onfim, a Novgorod boy of the 13th century, the author of birch bark letters and drawings, mainly of an educational nature. In total, 12 letters are written in Onfim's handwriting: No. 199-210 and 331, and in addition, he owns several birch bark drawings, not numbered as letters, since they do not contain text. The bulk of his letters and drawings were found on July 13-14, 1956.

Judging by the drawings, Onfim was 6-7 years old. Apparently, Onfim lost all his letters and drawings at the same time, which is why they were found together. The bulk of Onfim's documents are educational records. The letters performed by Onfim look quite clear, it doesn’t look like he is mastering them for the first time. V.L. Yanin suggests that his exercises are consolidating during the transition from the tsera (wax tablet) to birch bark, writing on which required effort. One of Onfim’s letters is the bottom of a birch bark tree, which was often given to children for exercise (similar letters from other nameless students have been found). Three times he writes out the complete alphabet, then after it there are words: ba va ga da zha for ka... be ve ge de zhe ke.. bi vi gi di zhi zi ki... This is a classic form of teaching literacy (“buki-az - ba "), known back in Ancient Greece and lasting until the 19th century.

Onfim's records are valuable evidence of primary education in Ancient Rus'. From a linguistic point of view, it is interesting that in the texts Onfim does not use the letters Ъ and ь (replacing them with O and E), although they are present in the alphabets he wrote out; Thus, when teaching the so-called “ household system In writing, the student also mastered the full alphabet inventory in order to quickly learn to read book texts.

Teachers of the X-XIII centuries. Due to the imperfection of teaching methods and individual work during classes with each student individually, he could not work with more than 6-8 students. The prince enrolled a large number of children into the school, so at first he was forced to distribute them among teachers. This division of students into groups was common in schools Western Europe that time. The birch bark letters of the above-mentioned Novgorod schoolboy of the 13th century also testify to approximately the same number of students. Onfima. There is no question of any school uniform, as can be seen in the images of the students below.

Sergius of Radonezh at school.
Miniature from the front "Life" St. Sergius Radonezh". 16th century

Since the 15th century, educational institutions at monasteries ceased to be built, and private schools appeared, which at that time were called “masters of literacy.”

In the 16th century in Stoglav (a collection of decisions of the “Stoglava Council”), chapter 25, you can read the following mention of schools in Rus':

About proteges who want to be deacons and priests, but they have little ability to read and write. And they were appointed as a saint in opposition to sacred rule. If you don’t build them, otherwise the holy churches will be without singing, and the Orthodox Christians will die without repentance. And the saint is elected according to the sacred rule to the priesthood for 30 years, and to the deaconate for 25 years. And if they knew how to read and write, so that they could support the Church of God and the children of their spiritual, Orthodox peasants, they could govern according to the sacred rule, but their saints torture them with great prohibition, because they know little about reading and writing. And they answer: “We, supposedly, learn from our fathers or from our masters, but there is nowhere else for us to study. As much as our fathers and masters can, that’s why they teach us.” But their fathers and their masters themselves therefore know little and do not know the power of the divine Scripture, and they have nowhere to study. And first of all, in the Russian kingdom in Moscow and in the great Novgorod and in other cities there were many schools that taught literacy and writing and singing and honor. And therefore, then there was a lot of literacy and writing and singing and honor. But the singers and chanters and good scribes were famous throughout the whole earth to this day.

Stoglav, chapter 26: ABOUT BOOK SCHOOLS AROUND THE CITY.
And we, according to the royal council, laid down this matter in the reigning city of Moscow and throughout the city by the same archpriest and the oldest priest and with all the priests and deacons, each in his city, with the blessing of his saint, elect good spiritual priests and deacons and deacons who are married and pious those who have the fear of God in their hearts, who are able to use others, and would be more literate and honorable and able to write. And among those priests and deacons and clerks, set up schools in the houses of the school, so that the priests and deacons and all the Orthodox Christians in each city would hand over their children to them for learning to read and write and for the teaching of book writing and church singing of the psalter and reading of the psalter. And those priests and deacons and clerks chosen would teach their disciples the fear of God and literacy and writing and singing and honor with all spiritual punishment, and most of all they would keep their disciples and keep them in all purity and protect them from all corruption, especially from the vile sin of Sodom and fornication and from all uncleanness, so that through your fermentation and teaching, they will come to an age worthy of being a priest. Yes, they would naturally punish their disciples in the holy churches of God and teach them the fear of God and all decency, psalmody and reading and singing and canarching according to the church rite. And you should teach your students how to read and write as much as you can yourself. And the power would be told to them in scripture according to the talent given to you by God, hiding nothing, so that your students learn all the books, which the conciliar holy church accepts, so that later and henceforth they can use not only themselves, but also others and teach the fear of God about all that is useful, they would also teach their students honor and singing and writing, as much as they themselves can, hiding nothing, but from God expecting bribes, and even here accepting gifts and honors from their parents according to their dignity.

And only at the beginning of the 17th century the study of sciences and arts in schools began in a new way. The Russian school of the 17th century was structured like this. The students all sat together, but the teacher gave each one his own task. I learned to read and write and finished school.

Russian school of the 17th century

The children wrote with quill quills on loose paper, on which the pen clung, leaving blots. The writing was sprinkled with fine sand to prevent the ink from spreading. They were punished for carelessness: they flogged them with rods, made them kneel in a corner on scattered peas, and the number of slaps on the back of the head was countless.

In the era of Peter 1, the first school in the city of Kyiv opened in systematic sciences, which the tsar himself called a new step in the education of every person. True, until now only children from noble families could get here, but more people wanted to send their children to study. In all schools in the 17th century, teachers taught subjects such as grammar and Latin.

It is with the era of Peter 1 that historians associate fundamental changes in the educational sphere. At this time, not only school institutions were opened, which were an order of magnitude higher than the very first schools, but also new schools and lyceums. Main and compulsory subjects Mathematics, navigation and medicine are being studied. However, school uniforms were never included in this reform.

This happened later - in 1834. Just this year a law was passed that approved separate species civilian uniforms. These included gymnasium and student uniforms.

The high school student's costume distinguished the teenager from those children who did not study, or could not afford to study. The uniform was worn not only in the gymnasium, but also on the street, at home, during celebrations and holidays. She was a source of pride. In all educational institutions, the uniform was of a military style: invariably caps, tunics and overcoats, which differed only in color, piping, buttons and emblems.

The caps were usually light blue and with a black visor, and a crumpled cap with a broken visor was considered especially chic among boys... There was also a weekend or holiday uniform: a dark blue or dark gray uniform with a trimmed silver collar. An invariable attribute of high school students was a backpack. The style of the uniform changed several times, as did the fashion of the time.

At the same time, the development of women's education began. Therefore, student uniforms were required for girls as well. The girls' uniform was approved a full 60 years later than the boys' uniform - in 1896, and... as a result, the first outfit for students appeared. It was a very strict and modest outfit. But the uniform for girls will delight us with familiar brown dresses and aprons - it was these suits that were the basis for the uniform of Soviet schools. And the same white collars, the same modesty of style.

But the color scheme was different for each educational institution: For example, from the memoirs of Valentina Savitskaya, a 1909 graduate of gymnasium No. 36, we know that the color of the fabric of the gymnasium students’ dresses was different, depending on age: for the younger ones it was dark blue, for For 12-14 year olds it’s almost sea green, while for graduates it’s brown.

However, soon after the revolution, as part of the fight against the legacy of the tsarist police regime in 1918 a decree was issued completely abolishing the wearing of school uniforms. The official explanations were as follows: the uniform demonstrates the student’s lack of freedom and humiliates him.

The period of “formlessness” lasted right up to 1949. School uniforms become mandatory again only after the Great Patriotic War, a unified school uniform is introduced in the USSR.

In 1962, the gymnasts were replaced by gray woolen suits with four buttons, but they did not lose their militarized appearance. Important accessories were a cap with a cockade and a belt with a badge. Hairstyles were strictly regulated - styled like in the army. But the girls' uniforms remained the same.

In 1973, a new school uniform reform took place. A new uniform for boys appeared: it was a blue suit made of wool blend, decorated with an emblem and five aluminum buttons, cuffs and the same two pockets with flaps on the chest.

But again, nothing changed for the girls, and then mothers-needlewomen sewed black aprons for their beauties from fine wool, and white aprons from silk and cambric, decorated with lace.

In the early 1980s, uniforms for high school students were introduced. (This uniform began to be worn in the eighth grade). Girls from first to seventh grade wore a brown dress, as in the previous period. Only it was not much higher than the knees. For boys, trousers and jacket were replaced with a trouser suit. The color of the fabric was still blue. The emblem on the sleeve was also blue. The three-piece suit was introduced for girls in 1984. of blue color, consisting of an A-line skirt with pleats at the front, a jacket with patch pockets and a vest. The skirt could be worn with either a jacket or a vest, or the whole suit at once. In 1988, the wearing of blue trousers in winter was allowed for Leningrad, regions of Siberia and the Far North.

Years pass, and in 1992, by decision of the Russian Government, with the introduction of a new Law on Education. The ban has been lifted, you can wear whatever you want, as long as your clothes are clean and tidy.

The official explanation is to bring the law in line with the Convention on the Rights of the Child, which states that every child has the right to express his or her individuality as he pleases. School uniforms restrict freedom of expression and have therefore been abolished.

Although some nostalgia for the school uniform remains - at the last bell, graduates very often wear something reminiscent of a Soviet uniform.

So in our country they have reintroduced the form - welcome to the real world :-(

School uniforms in other countries differs from ours: in some places it is more strict, and in others it is very fashionable and unusual.

For example, in Japan schoolgirls sport sailor suits. Their uniform is the standard of teenage fashion for the whole world. Even outside of school, Japanese girls wear something that reminds them of their usual school uniform.

For most middle and high schools in Japan, school uniforms are mandatory. Each school has its own, but in reality there are not many options. Usually this is a white shirt and dark jacket and trousers for boys and a white shirt and dark jacket and skirt for girls, or a sailor fuku - “sailor suit”. The uniform usually comes with a large bag or briefcase. Pupils primary classes, as a rule, dress in ordinary children's clothing.

IN THE USA Each school decides for itself what items students are allowed to wear. There is no uniform in public schools, although some schools have a dress code. As a rule, tops that reveal the midriff, as well as low-fitting trousers, are prohibited in schools. Jeans, wide trousers with many pockets, T-shirts with graphics - this is what students in American schools prefer.

In most European countries there is also no uniform form; everything is limited to a fairly strict style.

The largest European country with school uniforms is Great Britain. In many of its former colonies the uniform was not abolished after independence, for example in India, Ireland, Australia, Singapore and South Africa. However, in Great Britain and its former colonies, school uniforms are not compulsory; each school decides for itself. Each prestigious school has its own logo and students are required to come to classes with a “branded” tie.

In France, a uniform school uniform existed from 1927-1968. Canceled as a result of student protests in the 1960s. Some schools practice wearing a uniform with the permission of the parent committee.

There is no uniform school uniform in Germany. Some schools have introduced uniform school clothing, which is not a uniform, since students can participate in its development. What is characteristic is that even during the time of the Third Reich, schoolchildren did not have a single uniform - they came to classes in casual clothes, in the uniform of the Hitler Youth or other children's organizations.

In Belgium, only some Catholic schools and private schools founded by the British have school uniforms. Typical clothing is dark blue trousers and skirts, a white or light blue shirt and tie.

In Cuba, uniforms are mandatory for all students in schools and higher education institutions.

In Poland, the uniform has been completely abolished and its private introduction by individual schools is prohibited.

Türkiye - compulsory school uniform, each school has its own color, but the same style: for boys-suit, for girls - a blouse, jumper and skirt, for all - a tie in the school colors. This emphasizes that everyone is equal, regardless of the social and financial status of their parents.

School uniforms in China are uniform. It's a baggy green and white tracksuit. It is usually a size or two too large and deprives its owners of any gender differences at all.

IN North Korea- the uniform is also mandatory and also ugly.

So, schools have reached our time and become what we all know. I wonder what school will be like in the distant future?

School of the year 2000, as imagined by the French artist Marc Côté (1899). Knowledge is automatically pumped into students’ brains, or as people say: “You have the Internet, you don’t need intelligence.”

Nikolaeva Sofia, Chuev Andrey

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State budgetary educational institution

Gymnasium No. 524, Moskovsky district

St. Petersburg

“HISTORY OF SCHOOL: WHAT AND HOW WE TAUGHT IN DIFFERENT ERAS”

Group information and research project

Project participants:

Nikolaeva Sofia,

Chuev Andrey,

4th grade students

Supervisor:

Mazharskaya Victoria Anatolyevna

year 2012

Part I. Historical overview

1. School in primitive society

2. School in an archaic society (Sumer, Ancient Egypt)

3. School in ancient society (Athens, Sparta, Rome)

4. School in medieval society (Europe, Asia)

5. School of New Time

6. School of Modern Times (Europe, USSR)

Part II. School today

Part III. School of the future

Conclusion

Bibliography

Applications

1. Questionnaire 1. Changes in school education over the last half century
2. Questionnaire 2. Form of education in the school of the future.

Introduction

Objective of the project:

While reading a book about the adventures of Tom Sawyer, we noticed that his school is not at all like modern school. Then we remembered other descriptions of the school in books - “Letter of a Greek Boy”, “Neanderthal Boy” and decided that it would be interesting to see how the school changed from era to era.

Tasks:

To study what school was like in different eras in different countries Oh;

Determine the main goals and methods of teaching at different stages of school development;

Compare the content of training in the periods under review;

Identify what distinguishes a modern school, its strengths and weaknesses;

See what changes in school education may lead to in the future.

Research methods:

Studying scientific historical literature;

Review of school descriptions in literary works different countries and periods;

Interviewing representatives of different generations about changes in school education in the last half century;

Interviewing primary and secondary school students about the school of the future.

Working hypothesis:

Studying the history of the school over the millennia since its inception will help to better understand and appreciate what the school teaches us today, as well as suggest the path of its further development.

Practical significance

The collected material will be of interest not only to our classmates, but to all students. Performing in front of elementary school children will help increase interest in learning. Recommendations for creating a school of the future will help determine ways for further development of the school.

Part I. Historical overview.

School in primitive society

Primitive people, of course, did not have a school in our understanding of the word. But there were teachers. After all, the parents were busy - hunting, picking berries and mushrooms, and the children had to be taught the difficult task of survival. A teacher is a person who has great experience, the trust of his fellow tribesmen, but is already too old to hunt. A description of such a primitive school is given in books about the adventures of a “Neanderthal boy,” which tells how the “teacher” took all the children of the tribe on educational trips. The main method of learning was to imitate the example of the teacher and other members of the tribe. Taught to hunt; distinguish edible plants and mushrooms from inedible ones; to start and maintain fire and other “objects” without which a person could not survive among his natural enemies.

Great, and I would like to learn how to make a fire, learn how to survive in the forest.

Yes, this knowledge would be useful to us in life...

But still, this was not yet a school in our understanding of the word. Here's what I learned about school in an archaic society

2. School in an archaic society

2.1. Sumerian school

Sumer is one of the ancient states world, and a real school already existed in it. It was called the “house of tablets,” and scribes were trained there. As this name suggests, the most important indicator of an educated person was the ability to write. And this is no coincidence: writing was much more difficult then than it is now. It was necessary to learn not 3 dozen letters, but hundreds of characters - hieroglyphs. They wrote not with a pen on paper, but by carving or scratching with a stick on a waxed tablet. This method did not produce particularly beautiful signs, and a writing system consisting of “wedges” (that’s what “cuneiform” is called) developed.

The first school tablets date back to the 3rd millennium BC. e.

In addition to writing, in the house of tablets they taught counting and foreign languages ​​(for example, ancient Egyptian).

The student’s task was simple - to learn what was written on the educational tablet.

School in Ancient Egypt

It is difficult to say exactly when schools arose in Ancient Egypt, but they were definitely already in the middle of the 2nd millennium BC. (i.e. more than 2.5 thousand years to the present day). Only boys studied there, mostly from noble and wealthy families.

Numerous “teachings” of the Egyptians have reached us, which say that “noble sons” study at school. Although the name of one translator is known - Anhurmes, who came from a poor family, but became a scribe thanks to his outstanding abilities.

His story reminds me of the story of M.V. Lomonosov

As in the Sumerian school, the main thing was the art of writing hieroglyphs, and not only that. The fact is that in Egypt there were 3 ways of writing, and the scribe had to master them all. Special attention the teacher drew attention to the beauty of the “handwriting”. This can be confirmed by the surviving educational texts with the teacher’s amendments.

It would have been easier for a student to write on papyrus, but papyrus was too valuable, so children learned on clay tablets and their fragments; at best, they could get a piece of papyrus with an unwritten side. Even adult scribes could use “flip” papyrus. Examples of such phrases are kept in the Hermitage.

Papyrus was prepared from the stems of a swamp plant, quite differently from how paper is made. But the word “papyrus” is still alive in English word“paper” and in Russian “papier”, “cigarette”.

At school, the student first had to learn to read fluently, write correctly and beautifully, then he learned to compose various documents, letters, petitions, and court records.

In addition to the native language, schools taught mathematics and geography, and instead of literature they read myths about the gods. Foreign languages ​​were studied.

The teaching method was the same as in the Sumerian school - rewriting and memorizing educational texts. For the slightest offense the student was punished. One teaching says: “a boy’s ear is on his back, and he listens when he is beaten,” i.e. a blow with a stick on the back taught students to be attentive and obedient.

3. School in ancient society

3.1. Athens school

From the letter of the Greek boy Theon, which came down to us on ancient Egyptian papyrus and read by scientists already in the 20th century, we can learn about the Athenian school. The story of Theon for children is told by the historian-archaeologist Solomon Lurie.

In Greece, one of the most famous schools in history was created - Plato's Academy. It is so called because it was founded by the philosopher Plato in a garden named after the hero Academus. But it was a school for adults. At the entrance to it was written: “Let no geometer enter here.” Future philosophers were trained there—that’s what scientists were called in ancient times. One of the graduates of Plato's Academy was Aristotle, the most famous scientist of antiquity. Having become a philosopher, Aristotle opened his own school, the Lyceum, where he also taught philosophical scientists, not children.

Even in Greece there were gymnasiums, but they were more like sports schools, the name of which was transferred to our gymnasiums.

The Spartan school trained strong, brave and disciplined warriors. Only boys studied there, too. They lived at school because... the very way of life - full of hardships and labors - was part of the training. The structure of the school resembled an army, with commanders of different levels (angels, irenes) instead of actual teachers.

Children were taught literacy and other sciences only as needed, so that they could read an order or write a short report.

The main part of the school was the gymnasium - an area for physical exercise, where the students spent most of their time. The commanders were not afraid that the students would maim each other in training or fighting - there was no place for the weak among the Spartan warriors.

3.3. Ancient Roman school

A lot of interesting things can be learned from the legend about Marcus Furius Camillus, a Roman commander, and one teacher. According to legend, Camillus besieged the city of Faleria in one military campaign. Faleria was well fortified and was not going to give up without a fight. The siege could last a long time. Residents of Faleria, despite the siege, continued to go about their business: artisans made their goods, merchants sold them, and the teacher taught children. The legend mentions that he taught them reading and writing, arithmetic, fencing, singing and gymnastics. But this teacher decided to betray him, hoping that Camille would pay him well. Under the guise of a training trip, he is the response of the children of the townspeople to the enemy who has besieged the city. Camillus, however, not only did not reward the traitor, but handed him over to the judgment of the townspeople loyal to him, and returned the children.

From this story you can learn what was taught in the ancient Roman school, and also that the lessons did not necessarily take place in the classroom. The teacher enjoyed great confidence and freedom.

Lessons outside the classroom? I, too, would like our lessons to not always take place in a classroom.

4. School in medieval society

4.1. Medieval monastery school in Europe

The Middle Ages are the middle, the interval between antiquity and an era closer to modernity (more precisely, the 5th-15th centuries). At that time, schools were only located in monasteries. There weren’t many of them, so it happened that they went to school in another city. The choice of school depended on the fame of the monastery, as well as the reputation of the teacher.

If in the Ancient world an educated person was one who could write and read in his native language, then in the Middle Ages education was equal to knowledge of Latin - the language of science and the church.

The students had to know the Latin language into which the Bible was translated and be able to speak it, which was taught to them by the science of rhetoric. They also taught arithmetic to calculate the dates of holidays. They taught geometry, geography, astronomy. They taught music to glorify Christ. For offenses, students were severely punished with rods and fasting (hunger).

We have already learned so much about ancient schools, but look, physical punishment was used everywhere.

4.2. Samurai school in medieval Japan

In Japan, as in Greece and Rome, education began at age 7. The children of samurai (aristocratic warriors) studied. They taught little samurai how to ride a horse, fencing with large and small samurai swords, and accurate archery. School program also included heavy physical exercise, swimming, wrestling, and endurance tests. A samurai must also be literate - know hieroglyphs, be able to compose poetry, be a connoisseur of music and a connoisseur of beauty in nature and art.

But the most important thing for a samurai is nobility and honor. There is nothing worse than disgracing your family through infidelity or cowardice.

I would like to study at a samurai school for at least a year. I would certainly learn endurance and patience there

5. School of New Time

5.1. School of Jan Komensky

For many centuries, children and adults were taught the same way, from the same books, because the child was considered just a small adult.

But the New Time came (starting from the 16th-17th centuries) and teachers began to understand that children are special creatures and they need to be taught in a special way.

One of the first to understand this was the Czech scientist and teacher Jan Komensky. He wrote the first textbook for children, “The World of Sensual Things in Pictures,” and figured out how to better organize a school. There should be a separate school for each age:

Up to 6 years old - maternal school, i.e. raising and teaching children by mother.

Children from 6 to 12 years old attend the local primary school, which is compulsory for all children.

Teenagers and young men from 12 to 18 years of age who show an inclination towards scientific pursuits can continue their studies at a Latin school, or gymnasium. Such schools were created in large cities.

The same young people aged 18 to 24 who were preparing to become scientists went to the academy.

Education should culminate in travel.

Comenius was invited to many countries (England, Sweden, Hungary), where he helped in the reconstruction of schools.

5.2. Sunday School

For a long time, education was exclusively religious. But gradually the church and the school began to separate. Thus, the book about the adventures of Tom Sawyer describes an ordinary day school and a Sunday church school.

Religious education has not yet been completely excluded in a regular day school, because... The school day begins with prayer. Next came the usual lessons for us - grammar, counting, foreign language, spelling.

Physical punishment was still in use - with a ruler on the hands for a minor offense, with canes for a more serious one.

6. School of Modern Times

6.1. English boarding school

Such schools were common in Europe in the 18th and 19th centuries, and they were also in Russia. A.S. studied at such a school (Tsarskoye Selo Lyceum). Pushkin. Initially, they were created separately for girls and separately for boys. Such boarding schools still exist in England. One of these schools is described in Joan Rowling's Harry Potter books.

A boarding school has many advantages, for example it:

Prepares children for independent life outside the parental home

Promotes the establishment of strong friendships

Training is more effective because nothing and no one distracts from him

But I’m not ready to be separated from my parents for a long time, boarding school is not for me

6.2. Soviet school

One of the best in the world was created in the USSR educational systems. Education was free, universal and inclusive, i.e. Regardless of their inclinations and preferences, all children had to know the basics of various sciences. These sciences - mathematics, chemistry, physics, astronomy, etc. were introduced instead of such subjects in the pre-revolutionary school as Latin, Greek and Church Slavonic languages . Physical punishment was abolished in Soviet schools, because... every citizen, regardless of age, was worthy of respect.

Our grandmothers and parents studied in Soviet schools. It would seem that this was quite recently, but after interviewing them, we identified some differences:

The course of schooling was shorter - primary school - 3 years (instead of 4 now), the entire course - 10 years (instead of 11);

The intensity of teaching was lower: in elementary school, the number of lessons per day rarely exceeded 4; in the middle – 6;

The range of subjects has now expanded - in the Soviet school there was no rhetoric or St. Petersburg studies;

Doing homework took much less time - 1 hour in elementary school.

That is, we can conclude that studying took less time, which means more time was left for leisure. How Soviet schoolchildren spent this leisure time can be learned from A. Gaidar’s book “Timur and His Team” - they played more and worked more - they helped others with housework, and completely free of charge. Later, while our parents were studying, schoolchildren often went on hikes and excursions - they went to other cities, to historically significant places. A modern schoolchild has almost no time for this.

Part 2. School today.

1. Today school has become more demanding. We live in the era of information, i.e. access to information has become easier, but the amount of necessary knowledge has also increased significantly. Therefore, you have to study more - more lessons, longer study periods, more homework.
2. Another difference is that from the first years we are taught to obtain knowledge ourselves, and are not given it ready-made in a textbook. On the one hand, this is good, because... prepares students for adult life, where there are no ready-made answers. On the other hand, when searching independently (mainly on the Internet), there is a risk of finding incorrect answers and incorrect guidelines. Parents are not always able to help with homework, and is it really necessary? After all, then the whole point of an “independent” search disappears.
3. New technologies are involved in training. In addition to searching for knowledge on the Internet, we work with PowerPoint program preparing presentations; we draw in special graphic editors; communicate with each other and teachers via email; perform Internet tests; doing foreign language exercises in a special training program. There are simulators for arithmetic, Russian language and other disciplines. The change in teaching tools can be seen in the table:

Part 3. School of the future.

We assumed that the features that distinguish the school of today will determine the further development of the school, i.e. the volume of knowledge will continue to increase, which will require the development of new teaching tools that will help reduce the learning period.

A survey of primary and secondary school students showed that schoolchildren see 3 possible ways for school development:

A) Internet school, where each student completes his own training program, working on his computer in a special educational environment;

What about our changes? How we will talk to each other? Will we stop reflecting in lessons? But sometimes it’s interesting to listen to the emotional speech of classmates...

B) School at a distance, where teacher and student communicate via video conference;

One on one? Sometimes this is great, but not always. Sometimes my classmates help me

C) The school is traditional, but in which, instead of notebooks and textbooks, electronic media and electronic means of monitoring knowledge acquisition are used.

The last option had the most supporters, because the only one that leaves the opportunity for personal communication between students.

Having learned so much about school, we began to think, what school will our children attend?

After consulting with classmates, we prepared recommendations for creating the school of the future.

This is not an ordinary school, but an entire school complex, which is conventionally divided into zones. For example, a sports area. It includes a stadium not only for running and playing football. Here you can go skiing, rollerblading, and skating. We want there to be a skating rink and real ice slides in winter.

There is also a swimming pool in this area. Learning to swim is very important for a child. This develops muscles and improves health.

There is also a dry pool with balls to relieve stress. The sports area offers children's fitness, aerobics and dancing classes. There are also children’s working simulators in this area.

Living in a huge metropolis, we want to be closer to nature and therefore we dream of a natural area.

It seems to us that every classroom needs a living corner. This will allow children to be kinder and develop a sense of responsibility.

We also want the school to have its own farm, where children could take care of goats, ponies, poultry... It must have its own greenhouse, where children could not only learn to plant plants, but also study with their own eyes the plants of other countries.

And for boys, the school of survival and safe behavior in nature will be interesting. They will teach us how to light a fire, set up tents, cross obstacles, and take us on hikes.

No lessons in school life, of course, there is no way around it. Every person should have scientific knowledge, which is why our complex has a subject area. Here children learn the basics of ethics, mathematics, languages, nature and history of different countries.

What is a school without a recreation area! It has its own cinema hall, where you can watch educational and entertaining films from different times. There is even a Minutka cafe with milk and oxygen cocktails. By the way, the students themselves work in it. There is a karaoke room next to the cafe. There is a room for psychological relaxation with quiet soothing music, a fountain, and board intellectual games. For those who are more active, it is suggested to relax on the karting track simulators (auto and motorcycle).

And finally, the preparation zone for adult life. There will be technical modeling classes and a laboratory class where experiments can be carried out and carried out. In the economic class, classes will be taught by successful businessmen and will tell you how to live and work better in the future. There must certainly be a class of world languages ​​with linguistic devices. And girls will be interested in attending the lady class. After all, they will become mothers and be able to do everything in the world, while remaining beautiful women.

Conclusion

The historical review (1) showed that the school changed along with society, which in different periods set before her different tasks - simple survival, then literacy, then a different set of sciences; (2) taught us to value in today's school:

No physical punishment

Wide range of knowledge gained

The value of acquired knowledge in life

The use of new interesting forms of learning, replacing simple “cramming”.

And, in our opinion, when organizing education at school, it would be good to listen to the requests and wishes of the students themselves

When asked what you would like to change at school, all the answers boiled down to the desire for a more flexible form of education that would take into account the capabilities and interests of each student. And all three possible ways of school development in the future solve, first of all, this problem.

Lurie S. Letter from a Greek Boy; Shtaerman E.M. In the Athenian school // Ancient Greece. A book to read. Edited by S. L. Utchenko.

The reason for the emergence and engine of development of the school as a social institution were and are the practical needs of society and people (economic, social, political, spiritual). The historical era leaves a significant imprint on all components of the school structure.

The school as an institution for teaching writing, counting, and reading arose no earlier than a certain stock of knowledge had accumulated and the ancient type of writing had not emerged: ideographic writing (Sumerian, ancient Egyptian, Chinese) as a means of consolidating and transmitting knowledge and information. The first schools in the states of the Ancient East (Mesopotamia, Sumer, Akkad, as well as Egypt, China) have been known since the 3rd-2nd millennium BC.

Over time, education becomes more universal and widespread, and the activities of teachers turn into a special type of activity (as a rule, separated from other professions and practices). In the XVII-XVIII centuries. the idea (plan) of education is formed, including the regulation of: a system of training a person in a school focused on nature (the idea of ​​“nature-conformity” of education, later - “mental development”); special goals (formation of a knowledgeable, reasonable, religious person, prepared for maturity; in social terms they were determined by the requirements of training a specialist, not an individual); special content (academic knowledge and subjects).

As a result, the school is formed as institute of education, organization for education, copying the practice of organizing discipline and “all school affairs” of state institutions.

The next stage was the emergence mass school(universal and special), which was due to the further unification of education, a focus on the creation of educational institutions that: 1) are created by the state or acquire the right to study from the state; 2) adhere to a certain standard of training; 3) persons with a certain status are admitted as teachers and students; 4) assume the existence of some economic independence of the educational institution in managing the economy and servicing the educational process; 5) provide for the vesting of teachers and students with rights and responsibilities, sometimes beyond the scope of the direct educational process, but within the framework of the provided social role; 6) involve recording the fact of graduation from an educational institution (as a rule, issuing a corresponding document), and the acquisition by the graduate of certain additional rights and status.

The domestic school as an educational institution begins to take shape after the baptism of Rus'. The first chronicle mention of the organization of children's education dates back to the 10th century. It took shape as an educational institution by the 18th century, later than in many Western European countries.

In the history of school, with a huge variety of areas of education and forms of educational institutions, two types of schools are distinguished: “school of study” and “school of life”, or “school of education”.

The “school of learning,” which emerged in the modern era, reflected the growing power of reason, science and enlightenment. She played an outstanding role in social and pedagogical development. One of its leading ideologists is the distinguished German teacher A. Disterweg. In the “school of learning,” focused mainly on the acquisition of knowledge and the development of intelligence, education is built on the principle “from knowledge to belief and action” and is carried out in the form of cultural and educational work. (This was later adopted by Soviet system political education.)

The “School of Life” has deep roots in folk pedagogy. In the “school of life”, not only education, but also teaching is consistent with the famous thesis of the French educator J. J. Rousseau and the Swiss educator I. G. Pestalozzi: “Life forms (educates).”

The two types of school are not mutually exclusive. Elements of the “school of life” are always present in the “school of study”, but are not always recognized and actively used. Elements of the “school of study” are not canceled in the “school of life”; they only acquire new qualities, coming as close as possible to practical creative activity.

The priority of education in official pedagogy of the 19th and early 20th centuries. was ensured by the “creation of the mental horizon” of the student

nicknames in lessons and during extracurricular interactions. This attitude was borrowed by Russian education from the outstanding German teacher I. F. Herbart, who believed that it is knowledge that completely determines human behavior and is a means of his education. The main task of the school is to expand the knowledge and develop the intelligence of students, focusing on a “holistic teaching and educational work,” as well as the entire organization of the school, ensured its development as a “school of learning.”

The result of the implementation of this installation was described at the beginning of the 20th century. one of the professors at Moscow University: “Lessons and their preparation are what fill the whole day and all days. Even if all the lessons were completely meaningful, then such a life would be abnormal. The most active and devoted adult person cannot be devoted to his work all day and all moments of his life; but the school puts young men and teenagers in such a position of indefinite employment” 1 .

In the early years Soviet history general education began to develop within the framework of the labor school (“the school of labor” is considered by some experts as another, third, historically established type of school), but the tradition of the “school of study” was never overcome. In the system of relationships and behavior at school, the main importance began to be attached to the socio-political position of the individual. The increasing educational role of individual contacts between school staff and students and their cooperation was hampered by the inertia of the old school ethics: close relationships with the teacher were perceived as sycophancy, servility, and sneaking. The “Main Directions of the Unified Labor School” (September 1918) clearly defined the transition from a school of “educational education” to a school as an educational institution. The formation of character, strong-willed qualities and creative abilities of the individual began to determine the education system under the motto “To answer all three questions: how to educate the will, how to form character, how to develop the spirit of solidarity? - the answer is one magic word - work.” Up to a third of school time began to be devoted to labor. Evaluating First stage introduction of the labor principle into school, N.K. Krupskaya noted the weak influence of labor on the general atmosphere of school life: “It was understood that children should not only study, but also work. The training remained the same, but along with it, children were forced to sweep floors, wash dishes, carry firewood, unload wagons, and run errands” 2 . At the same time, it was accumulated interesting experience By

1 Quote By: Kozlova G. N. Domestic high school as educational teaching
Reduction (late XIX-early XX century) // Pedagogy. - 2002. - No. 4. - P. 80.

2 Krupskaya N.K. Pedagogical works: In 6 volumes - M., 1978. - T. 4. - P. 23.

Inclusion of high school students in socio-political associations, creation public organizations students, development of school self-government.

In the 1930s a return to the “school of study” becomes obvious. At the same time, they emerged by the early 1950s. negative socio-pedagogical consequences necessitated educational reform based on the “Law on Strengthening the Connection between School and Life” (1958). This second attempt to change the type of comprehensive school was discontinued in 1964: outstanding scientific and technological achievements and successes in space exploration “turned” general education towards a “school of study.”

Subsequent adjustment of school activities through: development of “career guidance”, episodic socially useful and productive work, diverse areas of “educational work”, expansion of the network of out-of-school institutions, organization of work with children at the place of residence, creation of interschool educational and industrial complexes (ETC), mass application a unified “Approximate content of education for schoolchildren” - did not change the main characteristics of the “school of study”.

Modern school reform in accordance with the Law of the Russian Federation “On Education” (as amended in 1996) generally does not affect the fundamentals of the “school of study” model, which in modern practice is represented by separate types of schools:

traditional school. Focused on the transfer of ready-made knowledge, it primarily reproduces the empirical type of thinking. Thanks to the practice of traditional school, society has developed ideas about what and at what age a student should know and be able to do;

a specialized school with in-depth study of one or more subjects. It is focused primarily on the student’s mastering certain ways of working with the content of the subject being studied, which is most often achieved by increasing the number of exercises and study hours allocated in the curriculum for a more detailed study of the material. In most cases, the difference between this school and the traditional one is not qualitative, but quantitative. This type of school demonstrates to society the fact that with certain abilities and preliminary preparation, children (mainly in the middle and senior levels of education) can learn much more complex subject material than in a traditional school, and specialize in a certain type of activity very early;

gymnasiums, lyceums. They represent an attempt to recreate the academic level of education that took place in the history of the school (style, form, method), which in practice is associated with a significant change curricula by adding new subjects, usually of a humanitarian profile, and attracting

the process of teaching high-class specialists. Negative manifestations in this case are associated with overloading of educational programs, ignoring by invited specialists the age capabilities and characteristics of students. Thanks to gymnasiums and lyceums, the requirements for the level of general secondary education and for the way of organizing the educational environment have increased;

innovative schools. Focused on creating your own developments or mastering ready-made ones pedagogical technologies. The lack of clear criteria to judge what developments and technologies can be used in a new school, how effective they are, the lack of integrity and consistency in the development of the substantive foundations of each specific school do not allow considering these educational institutions as a homogeneous type of school;

a school focused on the existing pedagogical system(for example, Waldorf school, Montessori school, etc.). They are focused on adapting a ready-made model to new conditions, while a holistic assessment of both the possibility and feasibility of transferring the existing pedagogical system to new soil is not always given. The emergence of these schools expanded the understanding of the forms and content of education, increased the significance of the ideas of pedocentrism, and aggravated the issue of the connection between teaching methods and the spatial organization of the educational institution.