What type of school was the gymnasium. Gymnasium: can't you leave it closed? Minister of Public Education and
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I want to express my gratitude to all the teachers of the gymnasium 1774. If it were not for them, I would hardly have entered the Intellectual school for gifted children, because it was they, especially Tamara Vladimirovna, who were able to give me that baggage of knowledge and experience that is difficult to get in the average schools.
With their help, from the 2nd grade I began to participate in the design session, and also reached the city tour in the design competition "Discovery". Later, it helped me to enter the Intellectual, and Polina Agaltsova too (a student of Svetlana Nikolaevna Topilina). Galina Yurievna Mikhailova taught me to read poetry, prepared the readers for the city competition, where I became a laureate, although, mind you, she is not my class teacher!
And when I come to my English teacher Inna Vasilievna Afanasyeva, I just envy her current students - when I studied with her, Inna Vasilievna did not have a laptop and a TV, but even without that, believe me, it was very interesting to study (and tests we wrote with her, better than students of specialized schools)! And also this teacher composes wonderful poems for school holidays.
By the way, about the holidays. There were a whole bunch of them, so I just didn't have time to get tired. There were so many interesting things! I always tried to participate, got roles, sometimes not the main ones, but certainly interesting. Valentina Vasilievna Volokhova, Irena Lvovna Exler and Natalya Eduardovna Piletska studied with us. Everything was great. And it was not the chosen few who participated, as some parents wrote here, but those children who wanted and who were responsible, taught the roles and worried about the costumes.
Of course, you can ignore my comment. What can a seventh-grader say that is sensible? However, it is very unpleasant to read and see how YOUR school is insulted, in which you are turned from an insecure kid who is afraid to go to the blackboard into a confident and worthy citizen of society. In this school, we were like in a vacuum, where we were loved, cared for and cherished, did not allow even a drop of evil to touch us. And you know what? I am happy that I studied here and not anywhere else.
P.S. And if you don't like it, then just transfer your child to another school. It will be better for everyone.
Chairman of the gymnasium
Now it remains to say about the gymnasium, where I am presiding. Due to the position itself, there is little to do with the students here. We had to get to know them better only during the arrangement of the evening, which was on December 6 in favor of the wounded and spare (this was the first paid charity evening here, where students were allowed to participate as performers). But you have to deal more with the teaching staff. I also attended some lessons, after which I gave some instructions to the teachers. Only the lessons of the teacher of the Russian language, who had re-entered the service, turned out to be weak. Despite a brilliant diploma from higher female courses, she, as they say, does not know how to step. This, of course, is not her fault, but the result of the strange situation that in our higher educational institutions, which train secondary school teachers, no attention is paid to practical preparation for pedagogical activity.
Therefore, I had to give her a number of rather elementary methodological instructions and provide her with some methodological aids. But most of all, the bureaucratic order that reigns so firmly in our department harms the teaching business. I have now had to get acquainted with these orders with my own eyes. Thanks to the usual confusion in the office of the trustee (as a result of which I myself have almost been left without a place since the fall), in just one half-year in the progymnasium alone, there have already been two cases of appointing two people to the same position. At first, in addition to the assigned history teacher, another was appointed to the same position, although the latter was represented only in geography. The senseless and harmful bureaucracy of the appointment of a teacher of the Russian language became even more vividly manifested. On August 15, the boss, who had previously studied Russian, asked to appoint someone else to replace her. And on the 16th, she also presented to this position a certain Mr. P, a very intelligent and experienced teacher. And these two pieces of paper about the same thing went different ways and ... did not even meet. On August 16, correspondence began about Mr. P-th. They demanded a petition from her, then a stamp for the petition, made a request to the governor about her reliability, there, too, "the province went to write." As a result of the first paper (dated August 15), the district itself began to look for candidates, found one and appointed it from October 1. In November she came to us (this is the same inexperienced student K-na, about whom I wrote) and studied the whole second quarter. And at the end of December we received a certificate of trustworthiness of P-th in the district and there, not in the least embarrassed, they appointed her to us, although her place had already been taken for a long time. Now there is a correspondence about this. And as a result of all this bureaucratic red tape, we got an inexperienced teacher instead of an experienced one (moreover, the first had to be "written out" and paid for her runs, the second already lives here). II, moreover, in view of her nomination for the position of teacher, she had to stop the petition she had initiated to open her own school, and thus had nothing to do with it. The situation is even worse with drawing, the teaching of which is completely upset by our usual brake - reliability. In the fall, a young artist was admitted to teaching it, and he set to work with skill and love. But he was engaged only as long as there was a correspondence about his reliability. At the end of the first quarter, a paper suddenly came that, according to the governor, he "cannot be tolerated in the teaching service." For what, one wonders? For what kind of seditious activity? It turned out that a few years ago this young man (then still a very young man) was at the masquerade in a costume depicting "freedom of speech" (a lock on the lips). And this turned out to be enough to permanently close the field of pedagogical activity for the young artist. He turned out to be dangerous even as an art teacher! And at this time he was just busy with the usual zeal over the decorative part of the patriotic evening organized by the gymnasium. His sister took the Sister of Mercy exam to go to war. And his cousin a little later died in Prussia by the death of a hero. And all this was outweighed in the eyes of our department by some kind of fancy dress, in the eyes of that ultra-patriotic department, which even now, in the midst of the war with Germany, managed to appoint von H-mann as our trustees!
This notorious "trustworthiness" also did a lot of damage in the organization of the board of trustees at the gymnasium, since even out of the seven elected members of the honorable townspeople, one turned out to be unapproved when making inquiries. Moreover, he was exactly the one on whom particularly high hopes were pinned as an active and influential member in commercial spheres. Instead of him, they had to choose another member of the board of trustees who was not so suitable for this position. And things went, as they say, "through the stump of the deck." Meanwhile, the financial situation of the gymnasium is very critical. Despite the need for a progymnasium recognized by the district itself, the newly opened progymnasium does not receive a penny from the treasury. The city, constrained in its budget and spent on the war, also gives nothing. And the female secondary school comes into life, as usual, like some kind of stepson. In a few years, when the business develops (unless it dies), the treasury, perhaps, will give a handout of one or two thousand a year, for which you cannot even hire walls alone. In the meantime, we have to interrupt without it. Tuition fees were immediately raised to 75 rubles a year (in the men's gymnasium only 40 rubles). But even under these conditions, there was a huge deficit. We'll have to beg from rich merchants, elect them as honorary trustees, arrange various amusements, sales, etc. But this is not enough. Costs must be kept to a minimum. The salaries for the teachers are beggarly (40–45 rubles each, even for those with higher education and many years of practice). And the boss, the secretary of the teachers' council and I agreed to work this year completely free of charge (the boss, in addition, will also teach drawing and calligraphy for free). It is with such a woman's labor that we have to make our way for women's education! And despite the fact that the treasury pays only for the primary education of women, and all secondary and higher education for women for women is funded by private account, the number of women students is growing and growing, and even in our city at one and a half male secondary educational institutions (real school and 5 classes of the male gymnasium), the third female secondary school has already been opened.
The holidays flashed vividly, and today we again found ourselves in classes. After the holidays, it is not easy for the students to rock, and especially today, when many were having fun until two in the morning at the evening of a real school. Therefore, today I did not ask the students. In the third grade of the male gymnasium he explained the new rule, in the fifth he talked about ditties. In the eighth grade of the girls' gymnasium, I first read aloud the gratitude received by the eighth-graders from the war for the gifts. And then they began to discuss the program of the charitable (for the needs of the war) evening they were planning. They called the headmistress to the class, and both of my lessons, without leaving the class, were conducted in conversations on this topic. There is no need to feel sorry for the lessons that were lost because of this, since the students after Christmas and especially after yesterday's evening, in which some took an active part, looked very tired. Moreover, all these war-related performances, gatherings, etc., to which students are now admitted and in which they participate with all their inherent fervor, are no less important for them in educational terms than all book pedagogies.
The war brought a lot of heavy and tragic things into private life.
But she shook up the whole society, threw off the apathy of recent years and rallied the scattered human existence into a living social organism, the epidemic of suicides stopped, because hearts are already beating in unison and living currents again link the whole country. And our youth, who last year were so nervous about every trifle, full of disappointment and close to suicide, now feel themselves part of a great whole. The social instinct has reawakened. And the same schoolgirls, who recently did not yet know what to do with their young forces, have now found a point of application for themselves and by life itself are beginning to be brought up from school as a citizen. It is gratifying to see this, but it is a pity that only such exceptional, bloody events direct our school and life for a time in the direction that should be normal for it.
Classes have begun again, notebooks will appear soon, and again, we, philologists, will not have to do anything outsiders, except to check them.
The new staffs of male educational institutions, having improved the financial situation of teachers, did not eliminate, however, the abnormality that language specialists who carry at least double labor in comparison, for example, with historians, geographers or natural scientists, receive the same amount as those (for notebooks on the Russian language will be given no more than 100 rubles a year, and a 4% deduction is also made from this). And as a result, language specialists find themselves in a worse position both in terms of the amount of work and in terms of material. Here is a historian who taught Russian for two years and now every now and then expresses his pleasure that he finally got rid of his notebooks. Having the usual number of lessons, he is completely free at home, reads a lot and does not even know where to kill his free time, because of this he is not even averse to taking private lessons for himself. And here is the language and literature teacher - my deputy for the women's gymnasium. He, receiving much less, is terribly overwhelmed with work and, although he needs funds, he cannot take a single private lesson, since he does not have free time. When teaching a story, it’s not at all difficult to give all the maximum number of lessons that are required by the new states (18 with classroom mentoring and 24 without it), and teachers usually tend to capture more of them. For a language specialist, studying six grades (24 lessons) is a completely unbearable thing, since there is no physical opportunity to check such a number of written works. And therefore, we, the philanthropists, even with material damage, have to cut ourselves back in terms of the number of lessons. For example, when I stay in the men's gymnasium, I dream of one thing: will it be possible to limit the number of lessons to twelve, since even sixteen lessons (that is, four classes) give such a number of written works that it takes all the time and effort.
By mistake of the district, the Russian language teacher assigned to our gymnasium continues to serve as a burden for the educational institution and not so much teaches the students as spoils them. She has a brilliant diploma, but she completely forgot the grammar course and does not try to resume it in her memory. For all the time she has never had teaching practice (even in the form of private lessons). The Ohm method also did not pass and does not know even the most elementary techniques. Therefore, you have to go to her lessons as often as possible and teach her like some eighth-grader. On the 9th, I was in her third grade on grammar. The whole lesson was a complete misunderstanding. Not to mention the complete inability to teach, one could see the extremely weak knowledge of grammar by the teacher herself, since a number of gross errors were systematically approved by the teacher, and illiterate phrases flaunted on the blackboard without any correction. I had to get a notebook and write in the lesson, and several times I even had to intervene and indicate that they were taking apart and writing incorrectly.
After the lesson, I laid out all my comments to the teacher and gave her a number of methodological instructions. When I later informed the head of the gymnasium about my impressions, she said that she had heard from the students even earlier that Mr. about resignation in order to make room for Mr. N-y, instead of which she ended up. At first I was inclined to the same idea, but when I began to personally talk with K-noi, then, having informed about the boss's proposal, for my part suggested that she try to transfer to the upper grades of a gymnasium into literature, and if the transfer does not take place, then work until the end of the year. Yesterday I was again at her lesson, and it turned out that she took into account my instructions and now leads the lessons much better. Therefore, although she submitted a request for transfer, I now hesitate to send it in the hope that she can recover. But of course, there will be a lot of trouble with her.
As early as July 1, a new law on boards of trustees was approved, significantly expanding their competence (the right of representation in the pedagogical council, in the classroom and at the exam, the right to observe the educational and educational part, the right to present for appointment and dismissal of all persons of the educational staff, not excluding and the chairman of the pedagogical council, the right to appeal against the decision of the district to the Ministry), at the same time, educational institutions in general acquire some independence, and the pedagogical council has its representatives in the board of trustees and can, therefore, influence both the economic and the administrative part of the educational institution ... According to the exact meaning of this law, all women's gymnasiums and progymnasiums, supported by private funds, that appeared after its publication, are subject to the operation of this law, and those that existed earlier can either accept it, or remain in the old position. But the Ministry, looking askance at this liberal brainchild of the Duma, seeks to limit its use or even completely reduce it to naught, which, however, is facilitated by the indifference of society itself. The Boards of Trustees of both grammar schools do not even stutter about reforming on the basis of the new law. The head of the gymnasium, not knowing this law, sent the members of the board of trustees for approval to the district (according to the new law, they are not approved by anyone), and the district, without hesitation, even rejected one of them on the basis of some unfavorable information from the police. And to my request to the district about the application of this law to the gymnasium - "no answer, no greetings."
In the men's gymnasium, relations had just begun to improve, an unpleasant incident occurred again, and again with the same fourth-grader B-v, with whom there was a story in that quarter. Even during recess, I peacefully talked to him, asking what kind of dance he was performing at an evening with schoolgirls, who else was dancing, etc. In my lesson, he found himself on someone else's desk, and soon a conversation began between him and his neighbor. I stopped them in a joking tone: "Do you think that T. misses S-va and must be kept busy?" After a while, conversations resumed again. I called both then, they could not answer anything, could not even say what they were asking about. Then I gave them 1 and put them on different desks. After the lesson, B-v suddenly turned to me with a request, for which they were given units, for an answer or for attention. I replied: "You can say whatever you like, since you have not given any answer either." Bv began to object to this and in conclusion demanded that I indicate in the journal what exactly the units were awarded for ("You must explain ..."). Considering this tone completely unacceptable, I stopped further conversations with B-v and announced that I would write it down in the conduit, which I did. When after that I left the teacher's room, B-c caught up with me, I wondered if it was for the purpose of an apology, but it wasn’t there. He asked in a rude tone if I had recorded it, B-v demanded that I let him conduct this recording, since in that quarter I had recorded it allegedly incorrectly. Outraged by this new trick of B-va, I went back and added his new statement to my note. Then I went to a girls' gymnasium and did not know how my colleagues reacted to this, but I myself was very upset, since B-va had already had three behaviors in that quarter, and now the matter could end in dismissal. The director who came to the conference was also, apparently, upset. After the conference, he wished to speak with me about this incident. For his part, not wanting a fuss about the dismissal, he decided to punish B-va with a punishment cell for five hours. But his conversation also revealed some more details concerning the attitude of colleagues towards me. They, without saying anything to me personally, gossiped to the director that the students were bad at my lessons and I could not cope with discipline.
I had to explain to him on this that I am not a supporter of dead discipline, so that the students would sit for the whole lesson like some idols, but, on the other hand, I do not disregard their pranks, conversations, etc., which shows though would be today's incident. Poe, reproaching me for being too soft, the director at the same time seemed not averse to accusing me of being too strict, as he advised to pull up the students not immediately, but gradually. So now I don't know how to behave. Not to influence different B-v with measures of severity means to dissolve them altogether, and if you do, then various unpleasant incidents arise, in which both colleagues and the director tend to see my own guilt.
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The teacher of the military gymnasium, the collegiate registrar Lev Pustyakov, lived next to his friend, Lieutenant Ledentsov. To the latter, he directed his feet on New Year's morning.
“You see, what's the matter, Grisha,” he said to the lieutenant after the usual New Year's greetings.
Composition
What is man? Maybe his appearance and habits, or maybe his thoughts and actions? What is the really important criterion in this very concept? And are external attributes an indicator of the true significance of a person? The problem of false values is considered in his text by A.P. Chekhov.
The writer, not without a share of his characteristic irony, together with us examines the image of a hero with a speaking surname and draws the reader's attention to several important details. Trivia, before appearing at a dinner with a noble merchant, asked a friend of the lieutenant for a while for the order in order to appear in the eyes of other guests as a more worthy and even influential official. However, A.P. Chekhov immediately clarifies that Pustyakov uttered his request "stammering, blushing and timidly looking back at the door." At the dinner itself, the hero is in constant worry that his comrade in the service will suspect him of lying and tell everyone about the true origin of the order, however, Trumblyan's stigma turned out to be in the cannon, which calmed both of them. As a result, Pustyakov proudly carried someone else's order on his chest, regretting only that he did not take something more significant instead, for example, Vladimir, and not Stanislav. “Only this one thought tormented him. Otherwise, he was perfectly happy. "
Of course, A.P. Chekhov ridicules the image of those people who seek to show themselves as individuals who they really are not, using the lowest tricks. The author believes that the significance of a person is embodied not in his external attributes, and not in his ability to hold a cutlery in the right hand. The measure of true human significance is things that are much higher in moral and ethical terms.
I fully support the writer's point of view. Indeed, the indicator of a person is the depth of his thoughts and moral foundations, the purity of his aspirations and the firmness and steadfastness of thoughts. Yes, of course, the shell can say a lot about a person - but what is the point in this if the content lags behind and does not correspond far? One has only to recall a quote from one of the plays by William Shakespeare: "... Only that which is empty from the inside thunders ...".
A good example of an indicator of false values is the story of I.A. Bunin "Mr. from San Francisco". The entire society of the higher hold of the ship "Atlantis" literally shines with its wealth, as well as the need to judge by wealth, to live for money and for the sake of money. So the Lord from San Francisco himself, having lived his whole life with one single purpose - to accumulate wealth, as well as at the same time to gain fame and at least some fame in narrow circles, suddenly dies, never being able to enjoy these "values". This hero demonstrated by his own example that in the pursuit of wealth, the most important thing that makes a person such is lost: it is love, mercy and spirituality, as well as a sincere, timely joy of life.
In the novel by N.V. Gogol's "Dead Souls" also runs through the idea that the pursuit of false values leads to moral degradation. And all those "dead souls" that the author reveals to us in the brightest colors become an illustrative example of this. Thus, Manilov, Korobochka, Sobakevich, and Nozdryov are surrounded by their own sins, weaknesses and prejudices, on the basis of which they judge themselves and those around them. One considers his own wealth to be true values, another - hoarding, the third - hypocrisy and pretense, and each of them, behind all this screen, misses the main essence of human life and the main, unique human values.
Thus, it can be concluded that external attributes are not a measure of true human significance. All the most valuable is within us - it cannot be touched, it is often difficult to describe, but it can be felt.
In June, news spread around the city, leaving no one indifferent. The gymnasium is being closed! Everyone was indignant. Even those who never knew about the existence of such an educational institution in Elektrogorsk. What happened? Who got in the way of our gymnasium? Let's try to figure it out.
The concept of "gymnasium" came from pre-revolutionary Russia. The only goal of these educational institutions at that time was to prepare for the subsequent admission to the gymnasium.
In the early nineties of the last century, progymnasiums are experiencing their rebirth. They were significantly renewed, the structure and essence of the work changed. The official definition of the gymnasium today sounds like this: "An educational institution for children of preschool and primary school age with the priority implementation of one or more areas of development of pupils and students." The status of a gymnasium is assigned officially and only after appropriate attestation and accreditation.
Progymnasium - state educational institution. All educational services are provided free of charge.
In Elektrogorsk, the gymnasium began to work in 1998: until 2003 as "School-kindergarten No. 1", since January 2003, having received state accreditation, as "Pro-gymnasium No. 1". The educational institution enjoys great love from the parents of the students. And it was the parents who were the first to sound the alarm when they learned that the gymnasium could be closed. Thanks to their persistence, a working commission was created to address issues of the functioning of the MOU "Progymnasium No. 1", which included representatives of the city administration, the director of the gymnasium and the parents of the students.
Representatives of the parental initiative group shared with us their opinion about the current events.
Kharkiv Hope:
We were not presented with any documents on the closure of the gymnasium. Toptygina Svetlana Sergeevna by phone notified the director of the gymnasium, Tatyana Viktorovna Minyaytseva, Tatyana Viktorovna informed the teachers, the teachers informed us, the parents. We all got together, and our common opinion is: we do not want the gymnasium to be closed. We are for the progymnasium to remain exactly in the form in which it was.
What do I like about the gymnasium? I like the learning system itself. Here is an individual approach to each child. For example, if a child reads poorly, he is given one literature, if well, another. We, parents, buy workbooks for children to study: everything is in pictures, accessible, intelligible. Children are developed and disclosed here. And the child is actively involved in the educational process. I love that there are 10 more extra clubs in the afternoon.
All teachers and educators have a very high level of education and training. The working hours of the gymnasium are from 8-00 to 18-00, which is very important for us, parents, since many work in other cities and do not have the opportunity to take their children home early. Children have three meals a day, in the first grade there is a quiet hour. It's a pity to lose this.
Alexey Prokhorov:
We, the parents, asked the city administration questions about financing. We were told that if the gymnasium was closed and the children were transferred to a general education school, the administration would win a maximum of 2 million rubles. It turns out that the issue with finances is not as acute as they say.
Look: 13 million rubles. - total expense "garden-progymnasium". If the gymnasium is closed, the savings will amount to about 2 million rubles. This is the cost of teachers, since we pay for the cost of feeding the children ourselves. Utility bills, kitchen work, transport, electricity - all the numbers will remain the same. The total area of the building will not decrease from the closure of the gymnasium; it will also need to be heated, illuminated, etc.
RUB 2 million - this is not so much money even for such a small town like ours. In order for there to be any significant savings in finances, it is necessary to close the entire gymnasium, along with the kindergarten.
Therefore, it makes sense to close only the school part of the gymnasium, to lose such an educational institution, we, the parents, do not see. I do not think that the closure of childcare facilities will paint the face of our city leaders.
Read the continuation on the 3rd page
Gymnasium: can't you leave it closed?
(continued, beginning on the 1st page)
13 July, a regular meeting of the working commission took place. From the protocol: “Chairman of the Education Committee of Elektrogorsk, Toptygina S.S. announced the decision of the administration of the city of Elektrogorsk to divide the gymnasium into a kindergarten and a school. At the same time, the school territorially remains in the premises of the gymnasium number 1, but the classes are legally related to the lyceum of g.Elektrogorsk by order of the head of Elektrogorsk. In this case, the groups of the kindergarten Progymnasium No. 1 are transferred to another kindergarten (the specific institution has not yet been determined) with the probable further separation into an independent kindergarten (subject to additional enrollment in the preparatory group) ".
In order to avoid the temptation to interpret this decision according to their own understanding, they turned for a comment to S.S. Toptygina.
S.S. Toptygina refused to answer the questions.
Well, you will have to analyze what you have heard, seen and read on your own.
1. Orally, without providing official documents, the director of the gymnasium was informed about the closure of the institution. Educators have received notice of layoffs since September 1. Output: unlawful actions were taken to close the institution without publicity.
2. Unexpectedly for high officials, the parents managed to organize themselves and demanded an explanation. We received an answer - the budget for next year lacks 13 million rubles, necessary to finance the gymnasium. A crisis!
Output: the answer is false. In order not to include in the 2010 budget funds for financing the gymnasium, the Ministry of Finance of the Moscow Region needs good reason. There are no such indications from above. That is, there are no official documents at the regional or federal level that cancel funding for institutions of this type. Therefore, to save 13 million rubles. on children - initiative from below, i.e. from the head of the city. What for?
Assumption: to have time by autumn (when the budget of the region for 2010 is finally drawn up) to report on the reduction of expenses, which today the leadership of the region welcomes - a crisis!
3. Parents demand an appointment with the head of the city. ON. The skorokhod does not accept them. The parents insist, demand a financial report on the maintenance of the gymnasium, invite a representative of the Ombudsman in the Moscow Region to the city. The arrival of the representative forces the responsible officials of the administration to accept the parents and announce the data on the costs of the institution. It turned out that 13 million rubles. - the costs of maintaining the entire institution together with the kindergarten. The school "pulls" a maximum of 2 million rubles. Confusion. The administration is taking a time out.
Output: the deception is revealed, it is necessary to look for other ways.
The history of the school uniform has attracted the attention of researchers more than once. However, in the works devoted to the pre-revolutionary male gymnasium uniform, the main emphasis was placed on the study of its material, cut, the appearance of various elements, that is, everything that is included in the concept of "uniformology" 1. Only the regular author of Rodina, relying on some legislative documents and memoirs, touched upon the problem associated with various deviations from the established form. The researcher believes that such manifestations were due to "daring" and "force", romantic moods of young people or financial difficulties of their parents. However, the surviving sources say that in the second half of the 19th century. the deliberate violation of uniforms by high school students has become widespread. This "epidemic" was discussed by officials of the Ministry of Public Education at various levels and qualified as a serious violation of the disciplinary regime. Using the example of St. Petersburg gymnasiums, we will try to figure out what caused such misconduct and what crisis phenomena in school they testified to.
To look after the pupils
From the very beginning, the introduction of mandatory uniforms was motivated not only by the need to form in young people a sense of belonging to a certain corporation, respect for the uniform, but also by the solution of a completely utilitarian task - "facilitating the supervision" of pupils 2. This "supervision" has become especially relevant since the 1830s, when several male state grammar schools first appeared in St. Petersburg at the same time, and students could be identified on the street by the color of the edging on their headdresses. This tradition continued until the mid-1860s: the First Gymnasium was assigned a red edging, the Second - white, the Third - blue, the Fourth - green, Fifth - orange, Sixth - crimson, Seventh - black 3. Nevertheless, in the first half of the nineteenth century. there has not yet been a clear set of guidelines on how pupils should be disciplined in appearance outside of their own institutions. The only thing that was paid close attention to was the constant wearing of uniforms, cleanliness and tidiness, as well as showing "due respect" not only to members of the imperial family, but also to "all generals, staff officers, chiefs and colonels." By "due respect" was meant the obligatory removal of the cap when meeting with the mentioned persons. This requirement, by the way, implied the knowledge of the gymnasium students about the appropriate insignia and, of course, the unmistakable "recognition" in the face of the representatives of the ruling dynasty. For ignoring him, the student could be arrested and sent to the guardhouse 5.
In the late 1830s - early 1840s. directors of St. Petersburg gymnasiums began to publish special guidelines for parents, which, in particular, contained information of a regulatory nature regarding the appearance of students 6. A high school student who came to school from home "in disarray" was sent back as punishment 7. Students were given annual tickets, which they always had to carry with them. On their reverse side, rules of conduct began to be prescribed, which were still very lapidary, but included a clause on the need to have "decently cropped" and combed hair, always to be in uniform, buttoned up, as well as the traditional requirement to take off the cap before imperial persons and commanding persons. These rules were intensively hammered into the heads of the gymnasium students: every Saturday before they were dismissed home they were collected and the corresponding instructions were read out aloud.
On October 7, 1850, a circular of the trustee of the St. Petersburg educational district was issued, according to which the directors, inspectors and class supervisors of the gymnasiums had to "strictly monitor the observance of the uniform by the pupils always and everywhere." However, no special mechanisms for controlling the appearance of students have yet been developed, so the latter periodically strove to appear in public places in a particular dress. Even a very strict punishment for such an offense, namely imprisonment in a punishment cell for bread and water, did not stop high school students. In general, it was believed that gymnasiums, as educational, and not educational institutions, should not control the pastime of students in their free time, because it is the direct responsibility of their parents or guardians. As for disciplinary offenses related to appearance, at this stage, they primarily meant sloppiness, manifested in the absence of a neat haircut, wearing a tattered overcoat or a crumpled cap 10.
"They are not allowed anywhere in gymnasium uniforms"
The situation began to change significantly in the early 1860s. The ministry received complaints from parents, some governors of provinces and leaders of the nobility about the lack of supervision over the behavior of schoolchildren in public places, which led, among other things, to the fact that they did not observe "uniforms in dress and decency in circulation." On September 13, 1864, a new circular of the trustee appeared "On the non-admission of high school students to public places." The district authorities were very concerned that "pupils of gymnasiums visit hotels, coffee houses, where public dance evenings are allowed, some festivities, of which a distinctive feature is outrage, and in St. Petersburg there is also a Passage in the evenings." From the text of the circular it can be seen that by this time the police were taking part in the supervision of the schoolchildren, who did not allow them to join the amusements of adults. It was with the aim of avoiding these restrictions and getting inaccessible pleasures that high school students violated one of the most important disciplinary rules and appeared on the streets of the city, dressed in a particular dress, in which they were often helped ... by their parents. This small detail suggests that many fathers and mothers did not approve of school bans on their sons' leisure time. For "deceptions of this kind," the trustee threatened to be fired from the gymnasium 12.
At the beginning of the reign of Alexander II, another reason for the deviation of schoolchildren from the established uniform appeared. The fact is that during this period there was a real leapfrog with uniforms, including with a gymnasium dress 13. For a short period of time (1850-1860s), it changed three times. Apparently, the parents simply did not keep up with these changes or did not want to spend extra money. So, in the 1865/66 academic year, the time allotted for the wearing of the old gymnasium uniform expired. However, many continued to wear it, and according to the trustee, it was not at all "shabby", as it should have been after two years (therefore, for some reason, it continued to be ordered by the tailor again), and also mixed the old uniform with the new or a uniform dress with a particular. As a result, a picture was observed when there were blue buttonholes on the coat, and red on the coat, with a uniform dress - a particular hat, etc. fourteen
In the 1870s. there was an even greater tightening of supervision of pupils outside the walls of educational institutions. It is obvious that the Ministry of Public Education was trying to establish total control over the free time and private life of students 15. The tougher, more petty and intolerable this supervision became, the more diligently and sophisticated the schoolboys tried to bypass it. In May 1879, in St. Petersburg, two meetings of directors of gymnasiums, gymnasiums and real schools were held in St. Petersburg with the district trustee. They, in particular, noted the increased difficulty of supervising pupils. Teachers believed that it was not least caused by changes in uniforms established by the gymnasium charter of 1864. This document replaced the traditional school caps with multi-colored edging on caps with "silver emblems". The latter were an abbreviation consisting of the number and the name of the educational institution framed by laurel twigs. In order to hide their belonging to a gymnasium or a real school and avoid punishment, students began to resort to various tricks. Some swiftly turned away from adults, whom some bosses suspected in order to hide this sign, others specially ordered small-sized badges, consisting only of twigs without letters, or even removed them from their hats 16. Some senior pupils, at their own peril and risk, put on student uniforms (possibly borrowed from older brothers or acquaintances), explaining their behavior by the fact that "they are not allowed to go anywhere in a gymnasium uniform." In addition, adult students avoided wearing schoolbags on their backs, as this gave them a "childish" look. Petersburg teachers asked to abolish at least this disciplinary requirement for pupils of the "upper" (that is, 5th - 8th) grades, referring to the example of foreign educational institutions and to the "dubious" hygienic benefits of knapsacks 18. But the ministry stood its ground and did not intend to make any disciplinary indulgences.
"School revolution"
By the beginning of the XX century. the formed system of extracurricular supervision (constant and "sudden" duty of teachers on the streets, in city gardens and parks, theaters and other places of public amusement) began to falter. It was no longer just the students and their parents who were burdened by it. It aroused criticism from many teachers, who saw in the extracurricular duties and "catching" schoolchildren who violate the established rules, not a pedagogical, but a police measure. It is no coincidence that during the events of the "school revolution" of 1905-1907. one of the requirements was the complete elimination of the supervision system and the mandatory wearing of uniforms outside the classrooms. An additional argument was the fact that the student's uniform, along with the student's, became in the fall of 1905 a kind of "black mark". Cases of attacks on high school students by soldiers, shopkeepers and other "hooligan elements" have become more frequent. On November 17, 1905, the sovereign's permission to abolish the obligatory wearing of uniforms for students of secondary educational institutions followed. However, this concession was temporary. Once the revolution was over, all disciplinary rules gradually returned to normal. [19]
Thus, from the very beginning of its appearance, uniforms were not only a tool for disciplining high school students within school walls, but also a means of extracurricular control over their behavior. She has always labeled "student", and therefore incomplete in comparison with adults, the position of its owners. In the first half of the XIX century. the main reasons for disciplinary violations of pupils concerning appearance were, first of all, their carelessness and inattention. However, in the future, with the tightening of supervision, deviations from the rules acquired a massive, deliberate and in some cases openly protesting character.
* The study was supported by a grant from the Russian Humanitarian Science Foundation, project "Disciplinary experience of the Russian pre-revolutionary school: theory and practice" N 15-06-10078.
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