Demonstration school. Experimental Demonstration School-Commune named after K. Liebknecht
1906 - opening of the men's pro-gymnasium A.E. Flerova (6-year-olds)
1907 - re-registration into a private men's gymnasium A.E. Flerov Ministry of Education (8-year school)
Alexander Efimovich Flerov, previously known in the pedagogical community as the author of a very detailed index of pedagogical literature, opened a private men's gymnasium in 1906. She was located in the rented premises of the house of the entrepreneur Elkind on the corner of Merzlyakovsky Lane and Bolshaya Nikitskaya Street. At the same time A.E. Flerov began construction of his own building for a full gymnasium.
The progymnasium provided a 6-year education and provided accommodation for children. Flerov assembled a strong teaching team of 12 teachers. By the end of its existence, 118 people studied at the gymnasium. All of them moved to the future gymnasium, which A.E. Flerov designed already in 1907, and opened in 1910.
Alexander Efimovich Flerov did not leave any notes about his case. There are no memories of him. There isn't even a portrait. But his wisdom and organizational talent are visible in the results. In 4 years, he created a strong teaching staff, built a magnificent building, equipped the gymnasium according to the latest pedagogical science of the time, was able to gather children of wealthy parents, find trustees, selected a director - a future academician, and was content with a modest position as a trustee.
Men's private gymnasium A.E. Flerova
1910 - beginning of classes at the A.E. men's gymnasium. Flerov in own home.
1911 - appointment of A.S. Barkov as director of the gymnasium.
1918 - closure of the private gymnasium
The men's gymnasium building was built on its own site. It stretches along Merzlyakovsky Lane. At the elegant corner with Bear Lane there was an entrance for teachers. The building was designed by architect N.I. Zherikhov. Some high school students lived on the top floor. And others came on a parental retreat. The gymnasium was expensive and there was a sense of “affectionate liberalism” in it, as Igor Ilyinsky, who graduated from it, put it. He recalled: “As soon as the bell rings for big break, an avalanche of “children of intelligent parents” rushes and rushes out of all classes with a roar, with squeals and delight, sliding along the railings, rattling down the stairs, jumping over eight steps. And on the very top floor , in the official smoking room, a signature in charcoal across the entire wall, as if it were the slogan of the gymnasium “Vyasna is poisoning.”
The high school students wore uniforms, a gray overcoat with a cap, a belt with a badge on their belts, and wore a satchel. The program of the men's gymnasium differed from the program of the women's gymnasium. In preparatory classes, students studied the Russian language, arithmetic, penmanship and drawing. After entrance examinations The main 8-year program began. From the 1st grade, the following were introduced: Russian and German languages, history, geography, arithmetic and natural history. From 2nd grade - French. In the 4th grade, algebra and geometry appear instead of arithmetic, and in the 6th grade - physics. And in the last two years, “philosophical propaedeutics”, the study of law, including state law, civil and criminal law, has been taught. The students were tested at several stages. Firstly, when entering a gymnasium or pro-gymnasium, as was the case with A.E. Flerov. Secondly, when transferring from preparatory class to 1st class, as well as from one class to another. Finally, there were the matriculation tests, which were required for entry into university or other higher education institutions.
In the second year of operation of the gymnasium, in 1911, Alexander Sergeevich Barkov was invited to the position of director.
In the same year, the Society for the Care of Students of the A.E. Gymnasium was created and approved. Flerov. And the society, in turn, elected a Board, which included many significant people in those years. For example, on the commission for organizing concerts were Vera Nikolaevna Obukhova, Varvara and Ivan Andreevich Ryzhov, Ivan Mikhailovich Manuylov (artist). This commission organized paid concerts, the income from which went to improve the school. The society had funds of about 2,600 rubles per year. These funds were used, in particular, to pay for the education of several students (1,275 rubles for 16 people in 1913), as well as for the provision of textbooks, for clothes, for hot breakfasts, for setting up a stage, excursions, etc.
The teaching staff of the gymnasium, headed by the future academician A.S. Barkov, increased annually from 19 people in 1910 to a stable number of 26 people in 1912. Among them there were only 3 women: one taught dance, and two worked with preparatory classes.
The First World War began. “The massacre of 1914 thundered somewhere far from Moscow... to high school students and teenagers, the war seemed like a romantic and almost festive event,” recalls I. Ilyinsky, “we high school students were in a hurry to meet the first wounded at the Brest (Belorussky) station. Even ourselves "The wounded seemed to look joyful. They were showered with flowers, gifts and smiles."
Two years later the revolution began. “We were far from politics at the gymnasium,” Igor Ilyinsky continues his memoirs, “but the February Revolution shook us up. In the entire gymnasium there were two or three Bolsheviks or Bolshevik sympathizers who participated in the demonstration. The views of the Socialist Revolutionaries were considered the most extreme among us. The majority high school students "cheered" for the cadets"
Experimental demonstration school No. 10 on the basis of the former men's gymnasium
Merzlyakovsky lane, house 11.
1918 - creation of a comprehensive school, introduction of joint education, reduction of the period of study to 7 years.
1921 - creation of the “Unified Labor Experimental Demonstration School No. 10 MONO”
1922 - the birth of a Komsomol cell at school.
1923 - the school was named after Fridtjof Nansen, the great explorer and traveler, F. Nansen visited the school (1925).
1924 - emergence of self-government in schools.
1925 - appointment of I.K. Novikov as school director.
1930 - elimination of experimental methods, introduction of methodological unity and unity of command at school
In 1917, the men's gymnasium was located in the zone of battle between communist brigades and government forces. The communists seized power. A teachers' strike has begun in Moscow schools. But in the private male gymnasium, for a long time everything remained as before: icons hung in the classrooms, a doorman stood at the entrance, but gradually the children of rich parents left the school, leaving Moscow. The social composition of students began to change.
The communists did not immediately establish the rules they needed in schools. In the meantime, in Moscow, by decree of the government, several experimental demonstration schools were created on the basis of the best gymnasiums. These included the private men's gymnasium A.E. Flerov, which became state-owned. The first Komsomol members initially held their meetings under the stairs. But gradually the new government changed the style of life: the school received a “chemical bias - the school operated a chemical technical school. A kind of self-government began when committees, which included schoolchildren, even began to determine the load on subjects and, of course, introduced labor conscription for schoolchildren and influenced discipline. The previous subjects studied at school significantly changed both the content and volume. The number of hours allocated to chemistry lessons increased, the hours allocated to geography, physics, biology, German, drawing and physical education were reduced to a minimum. “History” as a subject disappeared. Appeared a new discipline is “social studies”, and a peasant who was attached to a Komsomol cell was sent to the school.
When there was a famine in the country in 1921, some foreign charitable societies organized assistance and sent their representatives to Russia. Among them was the famous polar explorer Fridtjof Nansen. School No. 10 received the right to bear his name. The director of the school at that time was the geographer A.S. Barkov. After leaving school in 1925, he later became a major researcher and received the title of academician. He was replaced by another outstanding figure enlightenment - Ivan Kuzmich Novikov. It was these two people who determined the highest level of the school for many years. But major changes occurred after the liquidation of experimental schools
School No. 100 from experimental school No. 3 to merger with school No. 110
Stolovaya lane, house 10.
1935 - introduction of universal ten-year education at school No. 100.
1941 - evacuation of the staff of school No. 100 from Moscow.
1943 - resumption of classes at the school, transformation of the mixed school into girls' school No. 100.
1945 - introduction of the matriculation certificate, the appearance of the first medalists in girls' school No. 100.
1954 - liquidation of the girls' school, creation of mixed secondary school No. 100.
1958 - legal liquidation of school No. 100, transfer of students, teachers and buildings to school No. 110.
1966 - construction of two extensions to house No. 10 on Stolovoy Lane.
In the 1930s, all experimental schools were liquidated. School No. 3 received the name of secondary school No. 100. During this period, it was still headed by the Bolshevik promoter Feodor Alekseevich Fortunatov. The school did not shine with success, although significant personalities came out of it. For example, Viktor Nikolaevich Polyakov, who became the Minister of the Automotive Industry, graduated from it, Vladimir Yakovlevich Kozlov - corresponding member of the Academician of Sciences - mathematician, Marina Sokolova - sea captain and graphic artist Irina Shervinskaya (daughter of the soloist of the Bolshoi Theater). Already in the 30s, school No. 100 began to serve as an intermediate school - primary school students from school No. 3 went to complete their studies at school No. 110.
The outbreak of war and the introduction of separate education changed the situation. School No. 100 became female and many students from school No. 110 transferred to it.
In 1945, girls' school No. 100 was headed by Elizaveta Semyonovna Khorokhordina. She was born in 1900 in the city of Tiraspol into a Russian peasant family. She taught in the village, and in 1922, as an activist, she was sent to the Soviet Party School. Later she graduated from college. Since 1932, her husband began to work in the apparatus of the Central Committee of the All-Union Communist Party of Bolsheviks, which determined her move to Moscow, and subsequently her various positions: instructor, director of the educational institution, boarding school, head of the regional educational institution. From 1945 to 1958, Khorokhordina was the director of school No. 100, initially for women, and since 1955 - mixed.
When school No. 100 was legally liquidated in 1958, all teachers were transferred to school No. 110. Many of the transferred teachers, including E.S. Khorokhordina, left school.
The school building, built back in 1910, was put up for reconstruction. From 1958 to 1967, it gradually received two extensions: one towards Stolovoy Lane, and the second towards Knife Lane. During the reconstruction, buildings of little value in the courtyard were demolished. Since 1967, the premises of the former school No. 100 have been occupied by the renovated school No. 110.
School No. 110 - Novikov School
Merzlyakovsky Lane No. 110.
1934 – transformation of experimental school No. 10 into secondary school No. 110 of labor industrial training.
1935 – introduction of ten-year education.
1937 – trip of a group of teachers and students to the island of Novaya Zemlya.
1941 - evacuation of students, teachers and part of school equipment to the Ryazan and then Gorky regions, the village of Panino.
A school is a living organism, and all living things have periods of origin, rise and - alas - fall or stagnation. The arrival of Ivan Kuzmich Novikov at the school in 1925 coincided with a period of pedagogical experiments and reorganizations. By the mid-30s, the reorganization of schools was completed at the state level. It was by this time that I.K. Novikov created his own pedagogical system, which brought the school to the level of the best in the country.
Novikov's biography is quite typical for school principals of that time. Ivan Kuzmich was born in 1891, in a village, into the family of a peasant in the Tula province. Since childhood, he has been a peasant. After graduating from teacher's school, from the age of 18 he was a teacher in a rural school. After the revolution he headed the department public education in the city of Tula. In 1925, he became the director of the Bright Path orphanage. Orphanage merged with the “unified labor school” and he became the director of the 10th experimental school in Moscow, which later became the famous 110th. During the work of I.K. Novikov studied rather chaotically at several institutes. But his clear mind and ebullient energy pushed him to generalize his experience. Therefore, he managed to write articles, travel to many cities with reports on school management issues, and as a result defend his dissertation and become a candidate of pedagogical sciences. Already in the 30s he practically completed his theoretical works, which he directly implemented in practice. His works were recognized. He twice received the country's highest order, the Order of Lenin, and during the war he was awarded three medals. At the same time, he was a deputy of the Krasnaya Presnya district council (1939), a member of the regional committee of the Union of Public Education Workers (1946), and a member of the commission under the USSR Council of Ministers for Public Education (1947). I.K. Novikov was elected corresponding member of the USSR Academy of Pedagogical Sciences. In his description it was written: “The 110th school he created is the best school not only in the region, but also in the city of Moscow, and is widely known throughout the republic and abroad.” If in the end you ask: what did Novikov create, then you should answer: he created an effective system.
Pedagogical system
The pedagogical system developed by Ivan Kuzmich Novikov was well known from numerous articles and repeatedly published monographs. There are translations of his works into Spanish, English, Chinese and other languages. Novikov's fundamental work was called "Organization of educational work at school." It has 4 sections. The first is “Planning work at school.” It covers planning tasks, structure and content of plans. The author emphasizes that the school-wide plan should be the work of all school employees. The second section is “Organization of educational work.” It contains subsections: organization of the lesson, extracurricular activities, work of class teachers, student organizations, communication between the school and the family, the leadership and organizing roles of the director and head of education in this work. The third section is “Instruction”. It talks about the educational side of learning, the culture of students’ oral and written speech, the consolidation of knowledge, the student’s independence and his practical skills.
The fourth section, “Control,” includes issues of teacher inspection, checking student progress, examinations, school teaching councils, school documentation and reporting. The monograph ends with documentary materials from school No. 110, which operated practically and were verified by ten years of work.
Teaching practice
Ivan Kuzmich Novikov headed this school from 1925 to 1952. The transition from school No. 10 to school No. 110 occurred naturally, since Novikov brilliantly implemented all the requirements that were introduced in accordance with party and state ideology. The introduction of ten-year education in 1935 was greeted with joy - education was highly valued. Novikov had already implemented the requirement for unity of command in schools - he always kept the control levers under his control. At the same time, his ability to conduct extracurricular activities educational work made it possible to intelligently manage the so-called process of “self-government,” which in other schools led to absurdity. His requirement to “establish control over children’s behavior” was implemented in an original way. He introduced a new subject - a newspaper - and taught this lesson himself. Based on reading current press reports, Novikov shaped the consciousness of his students. Novikov’s second brilliant innovation was a daily newspaper at school. The newspaper had 26 “editorial offices”, corresponding to the number of classes. The newspaper had great influence. Each class wrote it.
Studying at school No. 110.
Classes were held 5 days a week. As a rule, there are five lessons. There were 6 lessons for 2 days. Moreover, the 6th lessons were either physical education or military affairs. A war psychosis began in the country, the population was being prepared for war. Among the subjects in the program were: drawing, geology, newspaper, 3 mathematical disciplines (algebra, geometry, trigonometry), Russian, German, history, physical education, physics, biology and chemistry. Chemistry was a core subject for this school even during the period of the “experimental” school. The 1st Moscow Chemical College operated at the school, producing its first graduates in 1931. At school in these pre-war years, chemistry was taught by the highly respected Boris Mikhailovich Weinstein, who graduated from school in 1924 (No. 10), then after college returned to work as a teacher, but, unfortunately, died during the war. Among other teachers, we should note everyone’s favorite teacher Vera Akimovna Guseva. She lived a long life, her work was highly appreciated by her Motherland, and most importantly, she left an indelible mark on the souls of her students.
Already in 1936, methods of teaching history were subjected to party criticism, and repressions took place at the same time. None of the teachers were injured directly at the school. But among the parents there were many repressed. From famous people: Gamarnik, Uborevich, Bukharin, whose children studied at school and were later forced to disappear. The daughter of Mikhail Bulgakov studied under her mother’s last name. A talented boy, Evgeny Shchukin, when his parents were arrested, was saved by Ivan Kuzmich Novikov with his authority and defended the rights to the gold medal. Now academician Evgeny Dmitrievich Shchukin is the pride of school No. 110. By the way, Andrei (Dmitrievich) Sakharov, a world-famous scientist, studied for some time in the lower grades.
The school received its second blow of fate during the Great Patriotic War. The school was closed and the staff was evacuated. Many school graduates and teachers went to the front. More than a hundred of them died. The school sacredly preserves the memory of the heroes. A monument was erected on the school building. On it is a board with the names of the dead and an image of five boys in greatcoats, caps, and guns on their backs. The monument was created by a school graduate, sculptor D. Yu. Mitlyansky, a front-line soldier himself.
Already in 1943, the school resumed work. But this year a school reform was carried out - separate education was introduced. School No. 110 became male. The composition of teachers has also changed. Many former students moved to school No. 100. The literature teacher, order-bearer Zelentsov Ivan Ivanovich, who was loved at the pre-war school No. 110, also went there. And the school began to face harsh times - the children felt the full weight of the war: hunger, cold, the death of loved ones. But during this period (1941-1945) the pedagogical process did not weaken. And this is the great merit of I.K. Novikova.
School No. 110
after Novikov and before the creation of the “Spanish” school
1954 - transformation of the school into a mixed secondary school No. 110.
1958 - legal reception of the liquidated school No. 100 - students, teachers, buildings.
1961 - reconstruction of the building of school No. 110 for its polytechnic development.
1967 - legal reception of the liquidated special school No. 25 - students and teachers, vacating the building, moving to Stolovy Lane, building 10.
Ivan Kuzmich Novikov retired in 1952, leaving the school at the advanced level.
Leonid Aleksandrovich Dubinin, who assumed the position of school director, was significantly weaker than Novikov. The school didn't accept him. Even before the end of the 90s, people remember how a former sailor raised boys using army methods.
But in 1954, the reorganization of schools began. The boys' school became mixed. After this, the level of training at school No. 110 began to decline. If previously the Novikov system dominated and a stable teaching staff was maintained, then with the departure of half the boys and the arrival of the same number of new girls, the school lost the level of the educational process.
A new director has appeared - Grigory Ivanovich Dokukin. He was a party nominee and was preparing to devote himself to a managerial career in the future. Therefore, without touching the issues of pedagogy, I concentrated on economic matters. And indeed it was useful: the renovation of the building on Merzlyakovsky Lane was in full swing, a good pioneer camp was operating. When school No. 100 was liquidated in 1958, the staff of school No. 100 was merged with school No. 110, and the building of the former school No. 100 in Stolovy Lane began to be completed. And in all these works, Dokukin’s role was undoubtedly great.
In 1963, the united school was headed by Alexander Nikolaevich Shpetny. He was an experienced leader. Coming from peasant family, he resembled Novikov in fate. He worked as a teacher and gradually received his education. Next - war, the front line, the Order of the Red Star, injury. After the war A.N. Shpetny came to Moscow and worked in different schools and completed his studies. He was a director in several schools (seven-year school No. 73, secondary school No. 70 for men, boarding school No. 56). By entering school No. 110, he provided some stabilization, especially since the school was awaiting change: the construction of the building on Stolovaya Lane, building 10 was being completed, and the merger of school No. 110 with the special “Spanish” school No. 25 was being prepared.
School No. 593 - No. 25 from seven-year school to “Spanish” special school
Novinsky Boulevard, 20
1936 - Construction of the school building was completed.
1937 - start of classes at seven-year school No. 593.
1941 - evacuation of school students and teachers.
1943 - resumption of classes at the school, transformation of the mixed school into boys' school No. 593.
1949 - transformation of the school into a ten-year school.
1954 - transformation of the men's school into mixed school No. 593.
1962 - creation of school No. 25 on the basis of school No. 593, teaching a number of subjects in Spanish.
1964 - beginning of enrollment in school No. 25 students whose native language is Spanish.
1967 - school No. 25 was liquidated and teachers and students were transferred to school No. 110 with the building vacated, the school moved to Stolovy Lane.
At the end of the 30s, many new school buildings were built in Moscow. One of them appeared on Novinsky Boulevard, house number 20, initially listed on Trubnikovsky Lane. The school was seven years old. It was opened in 1937, assigned the number 593. German was studied at the school.
In 1941, the school was evacuated. But by 1943, people had already returned to Moscow and a school was opened. At the same time, separate education was introduced and only boys began to study at school. Sergei Petrovich Rudnev, who lived in the school building, was appointed director. It is characteristic that until the very end of the war only women worked as teachers. The first men entered the workforce only in 1947. These were front-line soldiers with orders and medals.
The general emotional upsurge and transformation of the school into a ten-year plan in 1949 allowed the school to raise its level. But during this period the school did not shine. S.P. Rudnev left school after working for 8 of the most difficult years. She was replaced by Poletaeva, who also worked for 8 years, but by the end of her directorship the situation had changed.
Three circumstances influenced the condition of the school.
Buildings of prestigious houses grew up near the school building, which were inhabited by the Soviet elite. The children of people's artists and the country's party and economic elite entered this school and changed the school's lifestyle.
At the same time, the Caribbean crisis took place. Soviet policy turned its attention to Cuba, and therefore to the study of Spanish in school. Therefore, school No. 593 became a special language school and received No. 25. For five years, school No. 25 worked independently. During this period it was managed by E.S. Yastrebova. The school was in good standing.
But in parallel, the construction of New Arbat was going on. The whole area was demolished. Residents were evicted. Children left for distant areas. And the schools became “understaffed.” If we add to this that the building of school No. 25 was not particularly beautiful, then it is clear why in 1967 a cycle of reorganization measures was completed. School No. 25 was closed. All students from school No. 25 moved to school No. 110. All teachers also moved there. By this time, the school building on Stolovaya Lane had been completed. The Spanish school was revived in a new location at number 110.
This is how the school building on Stolovoy Lane was rebuilt. 10, where the Bryukhonenko gymnasium used to be.
So unexpectedly I learned the history of the school, which is familiar to me. Our friends' son studied there
families.
Panteleimon Nikolaevich Lepeshinsky(1868-1944) - revolutionary, educationist. After graduating as an external student from Kyiv University in 1891, he taught in secondary schools. As the head of the school reform department of the People's Commissariat for Education, Lepeshinsky in 1918 participated in the development of the “Regulations on the Unified Labor School of the RSFSR” and the “Basic Principles of the Unified Labor School of the RSFSR.” In 1918, Lepeshinsky and V.S. Pozner developed the “Moscow Project” with a declaration to introduce universal free secular education, equal for all, a continuous school year with seven days working week, create classes not according to age, but according to the level of preparedness of students, to introduce subject teaching, to introduce workbooks instead of textbooks. In the name of a utopian revolution in education, Lepeshinsky in 1918 organized an experimental demonstration commune school in the Belarusian village of Litvinovichi. Children of poor people studied at the boarding school, who had to actively
participate in labor processes in production in order to “be involved in the social life of the Soviet republic.” In fact, the entire children's team, about 100 people, participated in the main activity - in obtaining food in the productive pile, and only the remaining time from work was allocated to study. The labor activity and self-care of children in the commune were given a leading role, which was supposed to contribute to the emergence of relations of collectivism and camaraderie. Defending the polytechnization of education, Lepeshinsky reduced it to production work students. Despite the fact that local residents rejected the pedagogical innovation, children continued to strive to go to the commune school, because no other options for “social life” were provided to them. In 1919, the communards moved to Moscow, where they organized an Experimental Demonstration School-Commune; these “advanced developments” of Lepeshinsky in the field of labor training were actively used by many Soviet teachers, including A. S. Makarenko. Lepeshinsky was sent to work in the Turkestan Republic, where he organized teacher training in 1920. He then worked in various party and government posts, as director of the Historical Museum and the Museum of the USSR Revolution.
Alexey Kapitonovich Gastev(1882-1941) - teacher, proletarian poet. Studied at the Moscow Teachers' Institute. Founder and director from 1920 to 1938 of the Central Institute of Labor (CIT) of the All-Union Central Council of Trade Unions (AUCCTU). Gastev developed the technocratic concept of “social engineering”: the study of man in the labor process - the “institutional method of CIT”. Having rejected the “personal art” of the teacher, A.K. Gastev put forward pedagogy “by instruction” as a quasi-scientific approach. To further completely remove teachers from the educational process, CIT proposed to “construct” the so-called “social engineering machine”, which would form personality orientation settings leading to the desired automatism of activity. A.V. Lunacharsky and S.E. Gaisinovich and others criticized the technocratic “mechanization” of Gastev’s pedagogy. “Labor attitudes” in the “CIT system or methodology” - a set of labor and management reflexes brought to the point of automatism. Gastev developed a “training pedagogy” in which the automaticity of activity is supposedly correlated with creativity. The CIT methodology turned out to be effective in the accelerated training of workers in FZU schools. Moreover, Gastev rejected general education in the vocational education system as allegedly unnecessary. Under the totalitarian regime, Gastev’s concept was called “hyperindustrial” and “technocratic” and rejected. Gastev was arrested by the NKVD in 1938 and shot in 1939, rehabilitated posthumously.
How did the system of elite school education develop in our country?
The division of schools into “best” and “worst” has almost always existed. Before 1913, in Russia there were several types of educational institutions for children from different segments of the population - public schools, commercial schools, gymnasiums (they cannot be compared, because the education in them was different). It is known that the teaching profession was considered very highly. In 1912, the minimum salary for a teacher in Russia was 1,600 rubles per year, or at the current exchange rate 25 thousand dollars.
The 20s in the USSR were a time of unification, the school became the “Unified Labor School,” although even then it was allowed to teach children using different methods. The best schools were not singled out.
In 1931, “model schools” appeared. They were created in every city and regional center. In such schools there were Better conditions compared to conventional ones - financing, supply of equipment, teaching aids, qualified personnel teachers. The children of party and government leaders - Svetlana and Vasily Stalin, daughters of Molotov, granddaughters of Gorky, sons of Beria, Bulganin, Mikoyan, Tupolev - studied at the Moscow model school No. 25 (now No. 175). In another, No. 110, the oldest school in Moscow in Merzlyakovsky Lane, the children of Bukharin, Budyonny, Kaganovich, Radek, and the younger children of Khrushchev studied...
But in those days, when people were not yet grouped into residential and prestigious areas, all the children studied together, and both the leader’s son and the cook’s daughter could sit at the same desk. There are many memories of people who studied with Svetlana Alliluyeva.
In 1938, “model schools” were formally liquidated, but, of course, they did not go away. In 1956, their name was returned - “exemplary”. And later special schools with in-depth study of foreign languages appeared. Molotov’s grandson Vyacheslav Nikonov studied at the first Moscow special school No. 1 (now No. 1282). Stas Namin, Mikoyan's grandson, is in special school No. 74.
In the 50s and 60s, other schools for the elite appeared. For example, N 20 (now N 1239). It received the status of a "UNESCO Associated School". Financial and material support, of course, was at the highest, virtually world level. The school was shown to Queen Elizabeth II of England and Prince Philip. Children of the creative intelligentsia (for example, Nikita Mikhalkov), grandchildren of the country's leaders and children from the neighborhood studied there. They say that the USSR KGB sent teachers to this school.
Until now, the curricula in all schools, even elite ones, were the same, and, as experts say, they were designed for weak students. But in special schools the programs were already different from the mass ones. And you didn't have to pay for it. The path from such schools led to MGIMO and Moscow State University.
Knowledge of languages provided many graduates successful careers in the early 90s - to those who managed to get a job in foreign or joint companies. During these years, the stratification of schools closely followed the stratification of society. Mass school remaining for a long time dogmatic-Soviet, the new elite was not satisfied; these people were guided by American and European models. Oligarchs and high-ranking officials sent their children to study in Europe, America, and Australia. Many people still have them there. But someone wanted to leave their children in Russia. Private schools tried to satisfy the demand for “non-Soviet” education. There were even “Cambridge” and “Anglo-American-Russian School” in Moscow, schools with the International Baccalaureate - they gave the right to enter the best foreign universities straight after the Russian school. In such schools, English was taught by “native speakers”, mathematics and literature were taught by university professors.
The freedom did not last long. The time has come for government educational standards, mandatory for everyone. Private schools began to lose their advantages, the Soviet model of education was taken as a model, and the public school became the ideal carrier.
Average comprehensive school No. 204 named after. A.M. Gorky
At the intersection of Tikhvinskaya Street and Sushchevsky Val, one of the oldest schools in Moscow operates. Now it is called the State educational institution secondary school No. 204 named after A.M. Gorky. The school was opened in 1918 as the First Experimental Demonstration School of the People's Commissariat for Education. It was part of the First Experimental Station of Public Education, in the creation of which Stanislav Teofilovich Shatsky took an active part. S.T. Shatsky (1878-1934) - an outstanding Russian Soviet teacher, organizer of children's educational institutions - the "Settlement" society (1906), the labor colony "Beautiful Life" (1911), a system of experimental educational institutions – kindergartens and schools united into the “First Experimental Station for Public Education with urban and rural branches” (1919-1932). The city department included a school, which later became school No. 204 named after Gorky. Our educational institution has become a laboratory of pedagogical thought and teaching experience, where new teaching methods were developed and tested experimentally and old ones were improved. The school grew quickly. As a result, an original design for a new school building was created, which has housed our educational institution from 1936 to the present day. .
In commemoration of the fortieth anniversary of literary, artistic and social activities A.M. Gorky Experimental school No. 1 NKP, which has achieved excellent results in the teaching of Russian language and literature, by the resolution of the Board of People's Commissariat of Education dated October 5, 1932, signed by A. Bubnov, it was named after M. Gorky. Since 1955, the School entered the system of the Academy of Pedagogical Sciences of the USSR as an experimental institution of the Research Institute of Teaching Methods, and since 1967, the School became an experimental base of the Research Institute of School Equipment and technical means training of the Academy of Pedagogical Sciences of the USSR. To solve the problem effective use teaching aids, a classroom system was created with appropriate equipment and equipment for the educational process; teaching aids and their complexes were developed; the pedagogical effectiveness of the classroom system of classes was studied; new models of offices and laboratories were created.
Throughout its existence, the school maintains and develops the principles of education laid down by its founder Stanislav Teofilovich Shatsky:
Humane and personal approach to the child
Placing the child’s personality at the center of the entire educational system
A combination of individual and collective teaching methods
Setting difficult goals.
Our school is focused on personal development and meeting the educational needs of children. The activities of the school are based on the position of cooperation pedagogy that between the main aspects of children's life - physical labor, play, art, mental and social development - there is a certain connection, constant interaction is found, and ultimately certain changes in one direction cause accordingly changes in another area.
The school creates conditions for obtaining good education, development of the child’s creative abilities and work skills.
Currently, about 500 children and 450 external students are studying at the School. Long years The main contingent of students came from families of the intelligentsia. Currently, the student population is mainly formed from the families of entrepreneurs, employees commercial organizations(managers, economists, accountants), employees government agencies. Characteristic feature school is continuity. Many students are children and grandchildren of former graduates or their relatives.
Training proceeds in the following stages:
Preschool gymnasium
3) Basic school 5-9 grades.
4) High school 10-11 grades.
The curriculum for 2006-2007 is given in the appendix.
Preschool gymnasium. Children aged 5-7 years study at the pre-school gymnasium for one or two years. The purpose of this training is to prepare and adapt children to learning at school, to develop in the child a positive attitude towards learning in a team. To do this, it is necessary to give an idea of the nature of communication between teacher and student, introduce various forms of work, enrich students’ speech, teach them to read, develop interest in reading, and cultivate emotional responsiveness to their native nature and the world around them. It is important to identify children with suspected learning difficulties and begin corrective measures as early as possible. The following subjects are studied in the preschool gymnasium: reading and speech development, mathematics, the formation of study skills, introduction to logic, drawing, music, development of work skills, sports activities.
The preschool gymnasium shows quite high performance in its activities.
Gymnasium students admitted to 1st grade are well prepared: they know how to listen, sit, read well, count, and have fairly well-developed hand motor skills. They are ahead of their peers in terms of intellectual development.
Elementary School. Primary school education lasts four years, grades 1-4. The school is open on educational system"School2100".
Principles of education using the School2100 system:
It is based on the idea of developmental education and developmental training. The main principle of learning is the understanding and acceptance by students of the historical and cultural logic of setting these tasks, the logic of the emergence of methods for solving them, and the system of historical and cultural development of scientific knowledge and methods of obtaining it. The implementation of this principle provides an opportunity for students in their own activities to understand the sources and foundations of the acquired knowledge, to comprehend their general cultural meaning and functions.
The principle of transferring an oriented knowledge function to the learner.
The activity principle of organizing training.
The content of education is built not “from the bottom up” from individual isolated knowledge, abilities, skills to combining them into some integrity, but “from the top down” - from the most general educational goals to individual components of a single knowledge about the world.
Possibility of educational variability
Mastering functional literacy (skills and abilities) associated with educational, cognitive and creative activities is a means of ensuring the activities of students, and not the content of education.
Basic school 5-9 grades. Upon completion of primary school, students can continue their studies in the basic class of a basic school or, based on competitive examinations, enter a gymnasium class.
Basic and gymnasium classes have different curricula (see Appendix 1). In particular, the study of a second foreign language begins in the gymnasium class. The ninth grade is important at this level, in which students must choose a profile for further education. .
Pre-profile training has the following components:
individual and group lessons in subjects
additional educational services for grades 7-9:
Secrets of Russian spelling
Theory and practice of writing essays
Learning to think, reason, prove
Speak EnglishSpeak German
Photoshop
clubs at school: choreography, sports, music
in the 9th grade, the course “Your Career” was introduced (based on the program of S.V. Chistyakova). The main objective of the course is to compare potential and professional “I want” and “I can”. The first part of the course is related to recognition and understanding of oneself. Any professional activity places demands on the personal qualities of a specialist and, in order not to make a mistake in choosing a profession, it is necessary to correlate your qualities and capabilities with the requirements of the chosen work activity. The course contains many tests and assignments that allow you to learn and test yourself. The second part of the course is related to getting to know various professions. For this purpose, practical classes and testing are carried out to show the features of this type of work activity.
When forming the curriculum for grades 10-11, the federal basic curriculum was taken as a basis, which assumes the presence of three main components:
Basic general education subjects aimed at completing the general education training of students;
Profile general education subjects that determine the specialization of a particular profile;
Elective subjects that satisfy the cognitive interests of schoolchildren.
Pishchulin Nikolay Petrovich, Doctor of Philology, Vice-Rector for scientific work MSPU – scientific director
Pishchulin Sergey Nikolaevich, Ph.D., Moscow State Pedagogical University – scientific consultant
Voronina Elena Vladimirovna – Ph.D., leading specialist of the Southern District Education Department - project coordinator
Experiment hypothesis:
The organization of pre-profile and specialized education will ensure continuity of education, high-quality training of students in core disciplines, provided that the basic level of education in non-core disciplines is maintained.
One of the new forms of student certification is passing the Unified State Examination in the subject (USE).
Results of passing the Unified State Exam in the 2005-2006 academic year
|
Item |
Number of participants |
Quantity "5" |
Quantity "4" |
|
|
1. |
Russian language |
9 |
4 |
5 |
|
2. |
Russian history |
4 |
2 |
2 |
|
3. |
Social science |
1 |
1 |
0 |
The school cooperates with Bauman Moscow State Technical University, Stankin Moscow State Technical University, Institute of Economics and Economics named after. Griboedova.
Cooperation agreements have been concluded with universities. Cooperation with MTU Stankin has been going on for about 30 years.
Forms of cooperation:
coordination school programs in specialized subjects with university requirements
regular training of school teachers at universities
holding “professor days” at school
conducting an information campaign on admission to these universities
participation of schoolchildren in olympiads and conferences in universities
Over the past five years, 98% of graduates have had the opportunity to continue their education at universities in Moscow and Russian Federation.
Our results are the facts that elementary school students have been winners of the Intellectual Marathon in Moscow for two years in a row, and the school as a whole received the title “School of the Year” for pedagogical excellence, creative search, success in teaching and education.
Paid additional educational services. The school has a system of paid additional educational services. These classes are held after the main classes. Parents select a set of activities for their child from the list provided and enter into an agreement with the school to conduct them. The curriculum for paid additional educational services (PAES) is given in the appendix.
School psychologists provide support throughout the entire educational process. In elementary school, testing is carried out for psychological readiness for school, then school motivation, anxiety, level of aggression, etc. are tested. Individual consultations are provided for children and parents.
Of great importance for the development of independence and a creative approach to solving various problems is project work students.
Within the framework of this direction, a school-wide project has been prepared for English language“Culture and science of Britain. The lives of wonderful people." The project was carried out in grades 5-10 by the following groups:
5th grade: Group No. 1 – “D. Rowling and Harry Potter"
group No. 2 – “A. Milne and “Winnie the Pooh””
6th grade: Group No. 1 – “I. Newton”
7th grade: group No. 1 – “G. Wells”
8th grade: group No. 1 – “W. Shakespeare”
Group No. 2 - “A. Christie”
9th grade: group No. 1 – “R. Burns”
Group No. 2 – “B. Show”
Grade 10: Group No. 1 – “Jerome K. Jerome”
Group No. 2 – “F. Mercury”
Project problem was formulated by students in the following way: “Why, when reading the works of great writers and poets, studying the works of famous scientists, do we only skim through their biography?”
The goal of the project was to create almanacs-encyclopedias that would make it possible to present the biographies of great people as a collection of unusual, little-known facts.
The objectives of the project were the formation (grades 5-7) and improvement (grades 8-10) of skills in the elements of publishing; mastering the skills of working with a significant amount of information; development of skills in using the Internet.
135 students took part in the project.
The presentation of the project was carried out in the form of a theatrical performance in which 94 schoolchildren participated.
In the 2006-2007 academic year, the school began to work in the city experimental site (GEP) on the topic “Development of an organization model educational process based on students’ educational and research activities.” Scientific adviser:
Leontovich A.V., Ph.D., Deputy Director of the Moscow City Palace of Children's (Youth) Creativity
The theme of the school’s experimental work is “Development of the basic elements of technology for research activities of primary and high school students”
For educational and research activities, 10th grade students were offered the hypothesis “Oil is a means of conducting international politics.” That is, it was necessary to prove that when oil refining volumes change, changes in the economic and political life of the world and a further correction in oil prices as the main energy carrier occur.Students took the components of this hypothesis as the basis for their work, since the topic needed to be considered comprehensively. As a result, four interrelated topics appeared: “History of oil production”, “Main oil fields in the world”, “Oil and energy crises of the world”, “Oil and international relations”.
For a more complete coverage of the problem, 10th grade students were involved in the work. with works in chemistry “Physico-chemical properties of oil”, “Oil refining”, “Petroleum products in chemical industry" and ecology "Petrochemical industry and the state environment" All works were combined and presented at the 10th grade conference.
Particular attention is paid to the problems of raising children. According to Shatsky, feasible and reasonably organized physical work contributes to the organization of children's life, provides an opportunity for the development of self-government. But at the same time, children’s lives should be permeated with aesthetic feelings and positive emotions. There should be plenty of space for play and artistic activities.
The teacher’s task is to direct the educational process towards the child’s ascent to human culture, but at the same time not to impose it on him, not to force him to behave one way and not another, but to promote independent development culture. The school holds excursion days: students visit various museums in Moscow and the Moscow region. Quite often, students go on excursions to other cities. Children also receive aesthetic education at the Dali Theater Studio and in creative workshops. Children's works constantly decorate the school. In addition, we have a system of student self-government that helps students demonstrate their civic positions in practice.
As part of the development of distance learning, the school has introduced a form of education - externship. Such a training system is considered as a form of intensive, individual training, as well as a form of knowledge control when mastering educational programs in the form of self-education. Our school's external course was opened in 1991 and was the first in Moscow.
The external school functions as a structural unit of the school and provides assistance that allows students to master general education programs in groups or individually. In addition, the student has the opportunity to be certified externally both in individual subjects and for the full course of one or more classes.
Currently, the School sees its development in creating an open multifunctional school focused on working with students from different backgrounds. social groups, for dialogue, development of interpersonal and intergroup communication, open literally all day long for both children and adults. In an open school, trends prevail towards expanding and strengthening its interaction with life, all social institutions - family, cultural and educational institutions, public organizations, local authorities, etc. In an open school, teaching and education focus on the creative direction of human activity, creating all the necessary conditions for the personal development of the child. To implement this approach, it is necessary to significantly strengthen the influence of the school in society by creating new areas of activity and improving the quality of the school’s work. In this regard, the primary objectives of the school are:
improvement of multidisciplinary education
strengthening pre-professional training of students
organization of initial professional training in the specialty “Office Management”
organization of training according to individual programs.
The School Board serves as the governing board of the school. The competence of the School Board includes:
Making proposals for changes and additions to this Charter, as well as reorganization, changes in the structure and liquidation of the School;
Publication of local acts;
Operational planning of the School's statutory activities;
Collection and processing of information;
Development of Regulations on the list and procedure for the provision of paid educational services;
Formation and use of various funds;
Development of Regulations on external studies;
Development of Regulations on Preschool Education;
Development of conditions and procedures for encouraging School employees, applying penalties to employees;
Determines the start and end dates of classes, the procedure for completing the academic year;
Creating the necessary conditions for implementation labor collective their powers provided for by the Law of the Russian Federation “On Education”, all possible assistance and development of the initiative and activity of employees.
School website: http://
shkola204.
people.
ru consists of the following sections:
Our coordinates.
Historical information about the school.
Contents of training.
School orders.
Information about the teaching staff
An analysis of the staff of the school's teaching staff showed that currently the school's teaching staff is characterized by great stability, and the number of teachers working on a permanent basis is increasing.
More than 70% of the team are teachers with more than 10 years of experience. The school employs:
Honored Teachers of Russia - Klimenko G.M., Moskvitina G.I., Mukoseeva S.V.;
Candidates of Science – Klimenko G.M. Semenenko G.M., Petrenko O.L.
excellent students of public education - Antonova E.S., Galayko T.F., Kandaurova T.K., Mitrokhina E.A., Semigina A.I., Fadeeva-Murashova E.A., Shapaeva G.V.;
17 teachers were awarded Certificates of Honor from the Ministry of Education of Russia.
Of the 59 teaching staff, they have:
highest qualification category – 43;
first qualification category – 12;
second qualification category – 4.
Ensuring the educational process.
The educational process is carried out in 26 educational (subject) rooms, 2 computer science laboratories, a gym and a sports ground, equipped.
The school's library collection consists of more than 50 thousand volumes of educational, methodological, fiction, reference and analytical literature. Uniqueness school library lies in the fact that it contains lifetime editions of A.S. Pushkina, M.Yu. Lermontova, L.N. Tolstoy, dictionaries of Brockhaus and Efron, part of the personal library transferred to the school by its founders S.T. Shatsky.
Now there is a lot of debate about what modern education should be like. What if you look back?It was
Experimental Demonstration School-Commune named after K. Liebknecht under the leadership of Vsevolod Fedorovich Lubentsov, later an honored teacher of Uzbekistan.Many people know about the Makarenko labor colony, since books have been written and films have been made on this topic.
And the school under the leadership of V.F. Lubentsova turned out to be undeservedly forgotten. There is very little material on it.
Here are published the memoirs of one of the students of this school, Vladimir Sergeevich Nesterov.
Unfortunately, he did not finish his memories, but even what is there is of great interest. In addition, here are letters from V.S. Nesterov, in which we're talking about about school.
Also, all these perceptions were published in a book, mainly devoted to work in the field of archeology, which V.S. Nesterov worked after retiring.
But this book was published in a very small edition and was distributed among local historians of Obninsk and Kaluga. (Obninsk local historian Vladimir Sergeevich Nesterov. Memoirs. Collection of works. Moscow 2009 Compiled by Nesterov A.V., Danilova M.A.)
1. SCHOOL YEARS.
V.S. NESTEROV
To the thirtieth anniversary of the opening of the Experimental Demonstration Plant
Skoda-Commune named after K. Liebknecht
I was sent to primary school at the age of seven. The next year, at the insistence of my mother, I took the exam and was accepted into the Real School. This meant transferring across the class, because Real's preparatory class corresponded to the third grade of elementary school. Therefore, in the future I was always the youngest in age and one of the smallest in height in the class. Nevertheless, I studied well, and although I was not “first,” I was usually one of the best in the class.
The revolution found the parents' family in Tashkent. I completely omit the description of revolutionary events here, because... I don’t want to distract from the main theme of the story. In the childhood of 1917, I heard from the guys that at the hippodrome, where I often ran to watch the flights of the antediluvian Farmans and Newpars, some kind of student team was organized for drying vegetables. They seem to welcome everyone there, feed them, the guys live in tents and in the open air. The next day, grabbing a blanket, I was there. Everything turned out exactly as described. I was put on some kind of list and half an hour later, together with other guys, I diligently began to lay out freshly chopped vegetables on plywood boards laid out right on the ground under the hot Central Asian sun. The matter turned out to be not difficult, entertaining, and for me, accustomed to school boredom and books, completely unusual. The guys, both boys and girls, worked willingly. The only rule there was: “If you want to work, you’re welcome, if you don’t want to, good riddance!”
On the very first day I had to witness such a scene. The drying center was a barracks where vegetables were brought. There were also shredders - machines for cutting vegetables, like large meat grinders. 15-17 year old boys and girls worked for them. And then some kind of commotion arose in their crowd, screams were heard, many were running with buckets and dousing each other. The girls, as expected, squealed, but tried to keep up with the guys. Among this crowd was a rather stout, mustachioed man in a wet, unbuttoned shirt, who laughed infectiously and took an active part in the merry melee.
This is how my first acquaintance with Vsevolod Fedorovich LUBENTSOV, later the head of our school, and currently one of the professors at Tashkent University, took place. Before the revolution, he was a literature teacher in the senior classes of the Tashkent Real School. But I didn’t know him there and, apparently, didn’t even meet him.
The 1917-1918 academic year was the last year of my stay in Real. In the spring of 1918 I graduated from the third grade of the Real School, which corresponds to the sixth grade modern school. I was 12 years old at that time.
In the summer of 1918, my mother sent me to the mountains. There, also consisting of students, but only adults, an artel for cultivating the land was organized. To feed me during the summer, my mother gave me a five-pound sack of flour, and in addition - a blanket, two changes of linen, a bar of soap so that I could do my own laundry, and a pack of paper for writing letters home.
I have thousands of new impressions from this summer. For the first time I had to ride on an Uzbek cart for more than a hundred kilometers. We were traveling together, me and one of the members of the artel, Volodya Panfilov, a strong guy about 18 years old. A year later, he died in Fergana during a battle with the Basmachi. Night driving, daytime rest in villages, stories about mudflows - mud flows of incredible power, rolling down from the mountains after heavy rains, rock layers, rocks, mountain ranges and stormy rivers bent by the powerful forces of nature - all this still lives in my memory.
The following was found in place. In the tiny Uzbek village of Shchungak, located one hundred kilometers from Tashkent in the valley of the Chatkal River, an artel of 15-20 young men aged 16-18 settled on a plot of land of about 10 hectares. The organizer of the artel was the same V.F. Lubentsov. Here I got to know him much better. Since I was the smallest, I was only involved in light field work, but my main occupation was herding bulls. For two summer months I turned into a shepherd. Near Shchungak, the Chatkal valley is about 3 kilometers wide. It is surrounded on all sides by mountains. A significant part of the valley is cultivated. In the middle of it, Chatkal dug a real canyon with vertical walls 50 meters deep and there he rushes and roars. You will drive the bulls beyond the cultivated fields to Chatkal, lie down among the drying grass and admire the perspective of the pointed mountains. The sun rolls across the bottomless, cloudless dark blue sky, cicadas ring in different voices and a soft, gentle wind blows. While the bulls were grazing, he was busy catching cicadas and planting them in matchboxes, then he went to a slope completely occupied by an impenetrable mass of wild roses, picked and chewed their various berries, then wandered in another neighboring place, where mountain cherries grew in abundance (a small shrub 5 in height 40 centimeters) and picked up full handfuls of its slightly astringent berries. Often, when I went out to pasture, I would take Rostand or Molière with me and, sitting down in the shade of the stones, I would read them.
Subsequently, I had the opportunity to visit the mountains many times and see beautiful places, compared with which Shungak is a pitiful hole. But in those days, “all the impressions of existence were new to me,” and to this day they remain the same in my memory. Here I learned that Vsevolod Fedorovich is a man of strong waves, unbreakable and following his own paths. His entire adult life was filled with endless searches, organizational hassles and experiments. The Hippodrome and Shungak, as well as his other undertakings, were preparatory steps for setting up experiments to develop general and private methods of educating truly “new” people. To what extent he managed to implement these plans, I will try to describe below.
In the fall of 1918, my mother said that I would no longer study at Real, but would move to another school. Indeed, after some time she took my sister Lena and me to medical checkup to the premises of the former Cadet Corps, located on the outskirts of the city. The doctor found that I had heart failure, and at first, for this reason, they did not agree to admit me, but then after a while everything was settled, and on October 1, 1918, I became a student in the senior 7th grade at a new school called "Trudovoy" ".
In our everyday life, the name “Labor” school and “Trudoviki” - the students of the school, are firmly rooted and continue to be preserved to this day by all persons associated with the school. However, when all the schools became “Labor”, subsequently the official name of our school gradually changed, became more complicated and was finally established in a rather long form: “Experimental Demonstration School - Karl Liebknecht Commune”. Every word in this title had a deep meaning. The school, indeed, was “Experimental” - all its activities were a continuous chain of experiments, it became “Demonstrative” - it was known and constantly visited by teachers from all over Central Asia, as well as many employees of the Center. It became a real "Commune". Finally, she honorably bore the name of a courageous man, the only parliamentarian in the world who openly raised his hand against the war. This bold act in the name of humanism was, as it were, a symbol of true humanism inscribed on the ideological Banner of the school. In Tashkent, this was one of the first schools re-organized after the revolution. Its initiator was the same tireless Vsevolod Fedorovich LUBENTSOV.
The first contingent of students was recruited from orphans, who were accepted for full support and permanent residence until graduation. The reason for this was not any sentimental or philanthropic considerations, but the fact that such students could devote themselves entirely to school, while the school was spared possible interference from parents, which could harm the cause when conducting pedagogical experiments. In the future, this principle of replenishing the school continued to be preserved. Exceptions were made only for children of school employees. My mother was first closely associated with the main group of teachers, and then from 1919 she went to work in the school. Therefore, my sisters and I, although we were not orphans, also went to school. Of the former realists, I was the only one who got into school, and, it seems, none of the high school students. Several former cadets - orphans, who remained to live after the liquidation of the Cadet Corps in its premises allocated for our school, were included in its composition. Thus, Anatoly and Kirill Kochnev, Seryozha Borisov and some others came to us, among them Anatoly Kochnev, my classmate, who died two years later from pneumonia, in 1919/20. played a big role in the formation of student organizations. I don’t know from which educational institutions the remaining students of the first cohort were taken. In subsequent years, homeless children poured in alone and in small groups; their influx intensified in 1921, when a mass of refugees from the Volga region poured into Central Asia. However, once they found themselves in a well-formed student group, street children quickly assimilated and lost their specific “spirit.” There was no need to resort to any particularly “strong” methods to re-educate them.
At first, the beautiful building of the former Cadet Corps was allocated for Skoda. Part of the cadet uniform went to the school workshop, and for three years we wore good quality uniforms and boots. Therefore, the first years of the “Trudoviks” could always be recognized from a distance by their unique uniform, which differed from the cadet uniform in the absence of shoulder straps, frayed edges, and buttons sewn up with black cloth. Girls also wore boots, uniforms and overcoats.
Three months later, the huge building of the former Cadet Corps was given over to a hospital, and the school was moved to the unfinished premises of the former Junkers School. I remember well how we had to carry school property through terrible slush and rain. It was the beginning of winter, which turned out to be very harsh in 1918/19. The snow did not melt for three months, which is rare for Tashkent. In January 1919, the Esser uprising broke out and the city turned into a battlefield. During this difficult winter, the school received almost no supplies, had no fuel, and the heroic efforts of its organizers were aimed primarily at getting bread and cereals for several hundred hungry mouths. The guys were desperately cold, slept in boots and overcoats, and those who managed to get an extra mattress piled it on top of the blanket. Almost everyone walked around with frostbitten fingers and faces, because... in the bedroom the temperature dropped to -10°C.
Academic work was falling apart; during the January uprising, classes were interrupted and resumed only a month and a half later. The workshops, they were organized immediately after the opening of the school, also almost did not work. Some of the students could have gone to some relatives - they left, and many never returned to Skoda. Among those who remained, who had nowhere to go, moral decay quickly began, which was expressed primarily in the catastrophically increasing theft and plunder of school property. It seemed that the whole idea with the “new” school would disintegrate under the influence of these factors. And yet, the school survived, and the desperate winter it endured ultimately brought benefits, because... brought to life such forms of school organization that turned out to be suitable for overcoming current difficulties and ensured the successful development of the school for many years in the future.
When it became clear that the school was on the verge of complete collapse, a meeting of the two senior classes - our seventh and sixth - was convened at the end of February or beginning of March 1919. No teachers were present and there was no official agenda. I don’t even remember whether a chairman and secretary were chosen and whether minutes were kept. This meeting was opened by Shchurka Tsygankov, my classmate, a handsome black-haired guy. At first, he played a prominent role at school, but then two years later, together with another Shurka - Shaporenko, left school, volunteered for the Red Army and laid down his head under Basmach bullets in Eastern Bukhara. The bodies of him and his dead comrades were thrown by the Basmachi from the cliff into the stormy waves of the Amu Darya.
The speech Tsygankov made at the opening of this historic meeting was short and simple. Here is its approximate content:
“It’s very difficult to live in a school. However, if the school collapses and we disperse, then many of us will die completely. If the school remains intact, we will survive. What are we doing to support the school? - Nothing! On the contrary, we are stealing it. Everyone is doing it. , including me. I myself stole an overcoat, two towels and a sheet. And everyone who is brave enough will say the same about themselves. I want to ask everyone - what should we do? Should we separate and become real thieves or Can we figure out how to save the school and ourselves?"
Later it became clear to me that this meeting, and Tsygankov’s speech, and the subsequent speeches of several of the oldest students
were subtly inspired by educators who placed their last priority on the appeal to conscience. However, relying on the psychological effect of an honest confession turned out to be immeasurably more effective than the police measures usually used in such cases.
Following Tsygankov, Volodya Poshlyakov, Anatoly Kochnov, Guriy Muzhichenko made similar confessions, and off and on... An endless stream of confessions began, and ones that the most experienced investigator would not have been able to extract. In short, everyone was indeed guilty of the theft of school property. Including me. True, I had some small change - a Finnish knife stolen from a carpenter's workshop, and a handful of eight-inch nails from the same place, which attracted my attention with their rare size. But it still happened. And everyone had enough “courage to speak about themselves.”
This meeting continued for two days until late at night and ended with the creation of the first student organization, called the "Senior Council", which took upon itself the leadership of all internal school life. It was decided that stolen and unsold items would be returned to the school, other things that the boys confessed to stealing would no longer be mentioned, but if in the future anyone is caught stealing, he will be expelled from school by a resolution of the student organization. The first student government was elected - the Executive Committee and after some time the Charter of the Senior School Council was developed.
After this meeting, thefts stopped and subsequently became an extremely rare occurrence. I only remember two incidents that happened a few years later. In one of them (the theft of a microscope from a biological laboratory), the suspect’s guilt was not proven. But the analysis of this case excited the entire school, and disputes at several general student meetings, which also performed judicial functions, clearly showed what the attitude of the student masses was to this kind of action. In another case, when the culprit was caught with a master key at the crime scene, by decision of the general student meeting he was sent to a colony for juvenile delinquents. Finally, the third case - the theft of a gun from a preparation workshop was not solved. A few years later, when I was no longer in school, I quite accidentally had to pick up the trail of the culprit. This crime was organized by a former student who had nothing to do with the school at the time of the theft.
Returning to the first meeting and the first steps of the student organization, I must note two significant results that changed the entire tone of school life. Firstly, the moral atmosphere at school immediately cleared; by “repenting” and confessing to each other, it was as if everyone had breathed in clean air. Secondly, the guys awakened a sense of community, they became closer to each other and felt like members of a “team”, and not a random gathering seated at desks.
The new organization immediately got to work. All her strength was felt later, when the school moved out of town. In the spring of 1919, I don’t remember exactly, it seems in April, first a small group of schoolchildren, and then the whole school, moved to the building of a former orphanage, located four kilometers from Tashkent in the neighborhood of the village of Nikolskoye, later renamed the village of Lunacharskoye.
This move was not made out of necessity, but completely deliberately, because... It was here, in rural conditions, that experiments with “labor” education were supposed to be carried out. At first, the school did not set itself the goal of training agricultural specialists (this came to pass a few years later and will be discussed below), and the school needed “labor” from two points of view. Firstly, as a strong educational factor that shapes and prepares the future person for any activity - intellectual and physical. And, secondly, from a purely economic side, as a factor ensuring the normal existence of the school. Looking ahead a little, I can say that in the first years of its existence the school received less than 15% of its budget from public funds. More than 85% were obtained by the school through its own productive labor. Do not forget that all the students were completely supported by the school, and therefore, the maintenance of the school cost the state many times less than the maintenance of any orphanage or modern vocational school, with an equal number of pupils.
The first attempts to create a base for labor education were made at the very beginning, when the school was located in the city. At this time, carpentry, shoemaking, sewing and basket workshops were organized at the school. At first it was assumed that each student should work in all workshops in turn, but then quite soon this was abandoned and specialization began. I wanted to work in a carpentry shop, but... I was short and weak, so they offered me to choose any of the others. I chose a shoe shop and worked there for four years. How many pairs of shoes did I have to repair and sew again during this time? About 300 people moved to Lunacharskoye, and when I left in 1923 the number of students exceeded 500. No one had fathers or mothers, the cadet inheritance had long been shattered, and yet no one walked barefoot. The same thing happened with clothes. All repairs, all the sewing of new clothes and shoes were done by the hands of teenagers like I was in those years. In order not to return once again to the workshops, I will say that later additional workshops were organized at the school: cartoning, metalworking, blacksmithing, and preparation. The carpentry shop was first mechanized with a horse-drawn drive, and then it was equipped with two internal combustion engines that powered a whole series of saws and woodworking machines. Finally, the school started its own brick factory, where bricks were made and fired for the construction of new buildings. I personally later had to work a little in a carpentry workshop, making lasts for a shoe shop, then in a basket shop that had great importance, because a lot of baskets were required to harvest vegetables and fruits. During my last year at school, I worked in a dissection room making stuffed animals and skeletons.
Even before moving outside the city, Vsevolod Fedorovich and other teachers secured the allocation of a large plot of land for the school. At this time, in accordance with the nationalization decree, all private land holdings with an area of more than 8 hectares were taken away. The school received five such plots, adjacent to each other and with a total area of slightly more than 50 hectares. Of these, more than half were occupied by gardens. In addition, 12 kilometers from the main school site, two more were received land plots near the village of Kibray, 70 hectares each. During the first years, this land was fully cultivated and served as a great help. Later, when the school was firmly on its feet, it abandoned the Kibray plots and was left with only the main land area, in Lunacharsky. The land was cultivated and the gardens were maintained in exemplary order. Agricultural work was carried out by students. Teachers, senior students, and about five Uzbeks - Kayum, Sharip-Khoja and others - worked as instructors. The school had fully mastered the complex system of irrigated agriculture. After putting the gardens in order, the school began to receive fruit harvests of up to 15,000 pounds annually. The trees were regularly pruned, hilled, watered, whitewashed, banded and sprayed. Outdated areas of the gardens had to be uprooted and planted with new trees. So, I myself had to take part in planting about four hectares of peaches and apple trees at the Sobennikovskaya dacha, and two hectares of an apricot orchard at the Kryukovskaya dacha. The harvest in the orchards was collected, most of it was dried, and the best varieties of apples and pears were put into winter storage. Drying fruit was a very labor-intensive job, which was performed mainly5 by elementary school students. Cutting and drying fruits was done using shredders and plywood boards that I knew from working at the hippodrome. Fresh fruit was preserved until spring and all students received fresh fruit every day during the winter, right up to the May Day holidays. After the end of the civil war, when railway communication with central Russia was established, Skoda began annually sending several wagons of fruit to Orenburg, Samara and Moscow for sale.
The school fields were also maintained in exemplary order, where almost all garden and field crops were cultivated: cabbage, potatoes, beans, tomatoes, zucchini, eggplant, melons, watermelons, onions, cucumbers, wheat, alfalfa, cotton, millet, etc.
Agricultural work in Central Asia requires a lot of time, effort, attention and specific knowledge - when and how to care for which crop. These works are completely different from either Russian or Ukrainian gardening. But with skillful and conscientious care, the land in Central Asia rewards the labor expended a hundredfold.
Under the conditions of Central Asian irrigated agriculture, all crops, except alfalfa and cereals, are planted in beds. All work, with the exception of plowing, harrowing and cultivation of some crops using horse cultivation at school, was done manually, using the so-called. "Ketmeney". Ketmen is a widespread Central Asian tool that replaces both a shovel and a hoe. It is similar in shape to the latter, but much larger, heavier and more regular in shape. When working, the ketmen has to be lifted over the shoulder, and then, making a chopping motion, it must be struck with a swing into the ground. The tool is beautiful, much more advanced than an ordinary shovel. The earth is dug up with ketmen, beds are made, numerous hills and other work are carried out. Ketmen is absolutely necessary when watering because with its help, the access of water into the complex system of grooves between the beds is opened and closed. Ketmen in Central Asia dig ditches tens and hundreds of kilometers long, dig multi-meter wells, etc. and so on.
Plowing was usually done by Sharip-Khoja or one of the other Uzbeks, grinding - crushing drying lumps of earth, with the help of a "mola" - a heavy log that is pulled by oxen and on which one of the senior students becomes a worker. Subsequently, starting in 1923, when the school started its own Fordson, plowing was carried out by senior students on a tractor, and grinding was replaced by harrowing using a disc harrow.
All other work - cutting the beds, hilling, planting, watering and harvesting - was carried out by the students themselves.
Sunday, October 10, 1948.
I just returned from the cinema, I watched “Valery Chkalov”. The role of Stalin in this film is played by Mdivani. Our Vsevolod Fedorovich looked very similar to this artist. And before, I have repeatedly noted the similarities between Stalin and Lubentsov. This similarity is especially noticeable in several simpler photographs, where Stalin is depicted not as an emphatically strong-willed statesman, but in a calmer manner or smiling. Compared to Mdivani, Vsevolod Fedorovich was a little fuller and “heavier.” In addition, he had a higher forehead, bluish-gray eyes and a slightly bushier mustache. The nose, chin, and general oval of the face were extremely similar. To top off the similarities , he also wore a semi-military uniform: a cap and a gray, well-fitting overcoat of soldier's cloth. The similarity was completely accidental, and there could be no question of any imitation. In the summer, Vsevolod Fedorovich wore a white shirt for issue, belted with a thin strap, and the same white Panama. However, all Trudoviks of both sexes wore Panamas in the summer. There was no similarity in behavior and speech. His speech was not interrupted by pauses, during which Mdivani seemed to be collecting his thoughts, but flowed freely and very consistently. In business cases with everyone treated as equals, but highest degree seriously, incl. No one ever had any inclination to become familiar, although many were on first-name terms with him. In moments of relaxation he was cheerful and knew how to laugh sincerely and contagiously. Vsevolod Fedorovich’s energy, efficiency and erudition would be more than enough for a good dozen ordinary directors of ordinary scales. He enjoyed very great personal authority in the eyes of students, teachers and all school employees, and not as a “head”, but simply as “Vsevolod” (that’s what former teachers and students called him behind his back and still calls him that). Many people entered into disputes on business and principled grounds with him more than once; this was not forbidden, was not persecuted, and did not undermine his authority. In the entire team, he was simply the smartest and most far-sighted member of this team, and therefore his
a natural leader, not an appointed administrator.
Back to the continuation of the story.....
(The story, unfortunately, was not finished)
From the photo archive of Nesterov V.S.
All preserved photographs can be viewed here: