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History of Education in Russia
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THE HISTORY OF EDUCATION
The first teachers were fathers and mothers, but very early in the history of man children began to be taught by people other than their fathers and mothers. It is thought that schools first started in Egypt 5,000 to 6,000 years ago, and that it was the invention of writing which made them necessary. Reading and writing were quite different from the skills used in everyday life, and writing made it possible to store up knowledge which grew with each generation. Specially trained people were therefore needed to teach it.
Only the sons of nobles attended the first Egyptian schools, which taught reading, physical education and good behaviour. In ancient India the priestly caste decided what should be taught to each of the four castes, or groups, into which people were divided.
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Only the priestly caste was allowed to learn the Hindu scriptures. In China, until the 19th century, education was organized according to social classes, and consisted largely of learning the scriptures by heart.
The Romans were very good at organizing, and they were the first people to have schools run by the government free of charge. Throughout their great empire there was a network of these schools which provided for three stages of education.
At six or seven all boys (and some girls) went to the primary school, where they learned three Rs: reading, writing, and arithmetic. Most children were not taught more than this, but at 12 or 13, boys of the rich families went on to the grammar school to study the Greek and Latin languages and literatures, that is, what had been written in those languages. At 16, young nobles who wanted to enter politics or the service of their country went to the schools of rhetoric to be trained in rhetoric, or public speaking.
In Great Britain the first teachers we read about were craftsmen. They taught children to read, write and count, to cook and mend their own shoes. In the early 19th century the main system of teaching was the Monitor system. The teacher could manage a class of 100 or more by using older pupils or monitors to help him. The schools had long desks which were sometimes arranged in tiers so that the teacher could see every child in a large class.
HISTORY OF EDUCATION IN RUSSIA
Ancient Rus was one of the early feudal states and held a leading place on the world history.
The Slavonic written language came to Rus from Bulgaria in the 9th century. Towards the end of this century the replacement of religious books in Greek for those in the Slavonic language began.
Between the 10th and 13th centuries Russians developed a high civilization, which formed the foundation of the Russian culture in the following centuries. During this period numerous cultural treasures were accumulated. The written works of the time show that the level of knowledge on most natural phenomena was as high as that of Ancient Greece.
Monasteries were cultural and educational centres. They had large libraries and well-equipped book-making shops, in which not only church manuscripts were copied and translated but original books were written. Today we can confidently say that Ancient Rus was a state of high culture and knowledge.
In pre-revolutionary Russia there was a network of primary schools for common people. Nevertheless illiteracy among common people was very high. Well-off people taught their children in grammar schools, commercial schools or secondary schools teaching no classics.
There were also schools for nobles only. Entrance to those schools was limited. For example, at lycee where A.S. Pushkin studied the number of pupils ranged from thirty to one hundred. Only boys at the age of 10 or 12 from noble families of high rank were admitted and studied there for six years. They were taught many different subjects. The most important were Russian literature, history, geography, mathematics, physics, logic, law, rhetoric and such foreign languages as French, English, German and Latin. Great attention was paid to different arts and physical training: riding, swimming, fencing and dancing. The aim of this school was to bring up intelligent people in the broad sense of the word. Those who graduated from such educational institutions usually entered the service of their country to realize their abilities and knowledge to the benefit of their state.
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A Letter
Michael Damsel
46 Rose Lane
Colforth
Norfolk NO2 5JL
10 September
Dear friend,
How re you? I have received your letter of 10-th June for which I thank very much. I am sorry I havent written to you sooner, but I have had many things to do. You know it was very hard year for m. I spent m time getting ready for m exams and I was doing well in many subjects.
After passing the exams I was enrolled into the University. The whole course of study is four years. My major subject is mathematics. It is m favorite and m hobby. I am good at it and do math whenvr I have chance. I take many coursesin this subject. I like to take part in mathematical competitions organized at our department and at the University. I think that mathematics is "the language of science" and plays an important part in mn sciences. We are lucky to have brilliant lecturer in mathematics this term. has talent to take difficult subjectand make it simple. Youleave the lecture hall with feeling that mathematics is the most interesting subject under the sun. Next term Ill do research in the field of computer engineering.
And how do you feel about math? Please, write to m, I am especially interested in your life in students' hostel.
Good-bye for the present,
your friend Mike
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