Jankovic de Mirievo Fedor Ivanovich (1741-1814) - Russian and Serbian teacher, member of the Russian Academy (1783). He came from an ancient Serbian family, who moved in the middle of the 15th century. to Hungary. Studied jurisprudence, state and economic sciences at the University of Vienna.

Jankovic de Mirievo Fedor Ivanovich - pedagogical ideas

In 1773 he was appointed director of public schools in Temesvar, and in 1774 he received the dignity of nobility and added the name of his family estate in Serbia - de Mirievo to his surname. The teacher took part in the implementation of the school reform undertaken by Empress Maria Theresa. The aim of the reform was the introduction in Austria new system public education in the manner of the Prussian. The advantages of the new system, legalized by the charter of 1774, consisted in the creation of a wide network of primary and higher public schools, thorough training of teachers, the introduction of rational teaching methods, and the establishment of a special educational administration. It was Janković's responsibility as director of schools in a province inhabited by Orthodox Serbs to adapt the new school system to local conditions. In 1776, the teacher visited Vienna and got acquainted in detail with the teacher's seminary there, after which he translated German school manuals into Serbian and compiled a manual for teachers in his province.
Shortly after the new system of public education was established in Austria, Empress Catherine II decided to introduce it in Russia. Emperor Joseph II introduced the Russian Empress to this system and pointed out to her Yankovich as the person most suitable for organizing public schools in Russia according to the Austrian model.
In 1782, at the invitation of Catherine II, Yankovich came to Russia. Soon, in order to carry out school reform, a commission was formed to establish public schools. The commission was instructed to: 1) draw up and gradually lead and implement the general plan of public schools, 2) train teachers, and 3) translate into Russian or re-compose the necessary teaching manuals. In the implementation of all these undertakings, Yankovic took an active part. Working in the commission (1782-1801), he drew up a plan for the school system (fixed in the Charter of 1786), according to which small public schools and main public schools were established. Yankovich organized the training of teachers for these schools in the St. public school, the director of which he was and 1783 1785. Il h> the students, to whom he pointed out the importance of friendly relations between the teacher and the children, began to teach in the first reformed schools. Yankovic made a great contribution to the preparation of textbooks for public schools. More than half of the textbooks were compiled either by himself or according to his plan and under his direction. Some have been redone by him. With his participation, a set of textbooks was published (“Primer”, “Recipes and for them a guide to calligraphy”, “Rules for students”, “ The World History”, etc.), geographical and historical maps, atlases were prepared. Yankovich introduced the use of blackboards and chalk in the Russian school. He also participated in the resolution of numerous issues considered by the commission: the transformation curricula land, artillery, engineering corps, a society for the education of noble maidens and a school for petty-bourgeois girls, private educational institutions; consideration of the higher educational institutions of Austria, on the model of which it was supposed to arrange Russian universities and gymnasiums. Drawing up instructions to the chiefs and visitors (auditors) of educational institutions was also entrusted by the commission to Yankovich. When the Ministry of Public Education was established in Russia (1802), Yankovich became a member of the newly formed commission on schools, which in 1803 became known as the main board of schools. In the ministry, whose activities at first were led by a circle of personal friends of Emperor Alexander I, Jankovic did not enjoy influence, although he worked in all the most important areas, both administrative and educational.

Yankovich Fedor Ivanovich (de Mirievo) Yankovich de Mirievo (Fyodor Ivanovich) - teacher (1741 - 1814). He came from an ancient Serbian family that moved to Hungary in the middle of the 15th century. Studied jurisprudence, state and economic sciences at the University of Vienna; He became a secretary to the Temeswar Orthodox Bishop. In 1773, Janković, appointed as the first teacher and director of public schools in the Temeswar Banat, took part in the implementation of an extensive educational reform undertaken by Empress Maria Theresa. The purpose of this reform was the introduction in Austria of a new system of public education, which appeared first in Prussia and was developed by the rector of the Sagan Augustinian monastery, Felbiger. The advantages of the new system, legalized by the charter of 1774, consisted in the harmonious concentration of elementary and higher public schools, thorough training of teachers, rational teaching methods, and the establishment of a special educational administration. It was Janković's responsibility, as director of schools in a province inhabited by Orthodox Serbs, to adapt the new educational system to local needs and conditions. In 1776, he visited Vienna and got acquainted in detail with the teacher's seminary there, after which he translated into Serbian the German manuals introduced into the new schools, and compiled a manual for the teachers of his province, under the title: "Handbook required for masters of Illyrian non-Uniate small schools ". In 1774, he received the dignity of nobility and the name de Mirievo, as his family estate in Serbia was called, was added to his surname. Shortly after the new system of public education was established in Austria, Empress Catherine II decided to introduce this system in Russia. Emperor Joseph II introduced her to the Empress during a meeting in Mogilev, and at the same time he ordered textbooks for Austrian normal schools for her and pointed out Jankovich to her as the person most suitable for organizing public schools in Russia according to the Austrian model. Soon after the arrival of Yankovich, in 1872, it was formed under the chairmanship of P.V. Zavadovsky commission on the establishment of public schools, which included Epinus, Pastukhov and Yankovich. The commission was instructed to: 1) draw and gradually implement the general plan of public schools, 2) train teachers, and 3) translate into Russian or recompose the necessary teaching manuals. In the implementation of all these enterprises, Yankovic took an active part. Compiled by him educational part The original plan for the establishment of public schools was approved on September 21, 1782. At the same time, Yankovich took the post of director of the St. Petersburg main public school, in which the training of teachers was first concentrated. He held this position until 1785, when he was replaced by O.P. Kozodavlev; but even after that, all orders relating to schools and especially the teacher's seminary that was with him, were made on the advice of Yankovich. Most of the work put Yankovic on translation from German or compiling textbooks for public schools. More than half of the textbooks were compiled either by Yankovic himself, or according to his plan and under his direction, or, finally, redone by him, and all of them were approved by the Empress, for whose approval they were all presented, with the exception of mathematical ones. Finally, Yankovic participated in resolving all urgent educational issues submitted to the commission: in the transformation of the curricula of the corps of the land, artillery, engineering, society for the education of noble and the school of petty-bourgeois girls and private educational institutions, in the consideration of higher educational institutions in Austria, on the model of which it was supposed to arrange Russian universities and gymnasiums. Drawing up instructions to the chiefs and visitors (auditors) of educational institutions was also entrusted by the commission, for the most part, to Jankovic. Elected in 1783 as a member of the Russian Academy, he was involved in works on the word-producing dictionary. The department into the letters I and I was compiled by him together with the St. Petersburg Metropolitan Gabriel. After that, he was instructed to supplement and reprint the comparative dictionary of all languages, compiled by Academician Pallas. This work, completed in 1791, was published under the title: "A Comparative Dictionary of All Languages ​​and Dialects, arranged in alphabetical order." It contained 61,700 words from 279 languages ​​- European, Asian, African and American. Upon the establishment in 1802 of the Ministry of Public Education, Yankovic became a member of the newly formed commission on schools, which in 1803 became known as the main board of schools. In the ministry, whose activities at first were led by a circle of personal friends of Emperor Alexander I, Yankovich did not enjoy influence, although he worked on all the most important administrative and educational issues. In 1804 he left the service. Wed A. Voronov "Fyodor Ivanovich Yankovich de Mirievo, or Public Schools in Russia under Empress Catherine II" (St. Petersburg, 1858); his "Historical and statistical review of educational institutions of the St. Petersburg educational district from 1715 to 1828 inclusive" (St. , 1849); Count D.A. Tolstoy "City Schools in the Reign of Empress Catherine II" (St. Petersburg, 1886, an impression from Volume LIV of "Notes of the Imperial Academy of Sciences"); S.V. Rozhdestvensky "Historical review of the activities of the Ministry of Education. 1802 - 1902" (St. Petersburg, 1902). S. R-sky.

Biographical Dictionary. 2000 .

See what "Yankovic Fedor Ivanovich (de Mirievo)" is in other dictionaries:

Jankovic Mirijevski Fedor Ivanovich (Theodor) (1741 1814) Serbian and Russian teacher, follower of J. A. Comenius, member of the Russian Academy of Sciences (since 1783). From 1782 he lived in Russia, participated in the development of a plan for school reforms 1782 86. ... ... Big encyclopedic Dictionary

Yankovich de Mirievo [Mirievsky (Jankovič Mirijevski)] Fedor Ivanovich (Theodor), Russian and Serbian teacher, follower of Ya. A. Comenius, member of the Russian ... ...

Teacher, first director of public schools; Serb by origin, was born in 1741 in the town of Kamenice Sremska, near Peterwardein. The surname Jankovic was one of the oldest noble families and owned the village of Mirievo near Belgrade. When Turks... Big biographical encyclopedia

Teacher (1741 1814). He came from an ancient Serbian family, who moved in the middle of the 15th century. to Hungary. He studied jurisprudence, state and economic sciences at the University of Vienna, and became a secretary to the Temeswar Orthodox Bishop ...

- (Fyodor Ivanovich) teacher (1741 1814). He came from an ancient Serbian family, who moved in the middle of the 15th century. to Hungary. He studied jurisprudence, state and economic sciences at the University of Vienna, joined the secretary of the Temeswar ... ... Encyclopedic Dictionary F.A. Brockhaus and I.A. Efron

Fedor Ivanovich (1741 05/22/1814), teacher, member of the Russian Academy (1783). Serb by origin. Educated at the Faculty of Law of the University of Vienna. In 1782, at the invitation of Catherine II, he moved to Russia. He worked in the Commission on ... ... Russian history

- (Jankovic Mirijevski) Fedor Ivanovich (Theodor) (1741 1814), Serbian and Russian teacher, follower of J. A. Comenius, member of the Russian Academy of Sciences (since 1783). From 1782 he lived in Russia, participated in the development of a plan for school reforms 1782 86. Textbooks and ... ... encyclopedic Dictionary

JANKOVICH DE MIRIEVO- [Mirievsky (Jankovio Mirijevski)] Fedor Ivanovich, teacher, member. Russian Academy (1783). Serb by origin. Educated in law. f those of the University of Vienna ... ... Russian Pedagogical Encyclopedia

- [Mirievsky (Jankovič Mirijevski)] Fedor Ivanovich (Theodor), Russian and Serbian teacher, follower of J. A. Comenius (See Comenius), member of the Russian ... ... Great Soviet Encyclopedia

Theodor Jankowitsch de Miriewo- (serb.: Teodor Janković Mirijevski, russisch Fedor Ivanovich Janković de Mirijevob, translit.: Fjodor Iwanowitsch Jankowitsch de Mirijewo; * 1741 Kamenitz, heute zu Novi S ... Deutsch Wikipedia

Books

• Fedor Ivanovich Yankovich de Mirievo or public schools in Russia under Catherine II. , Voronov A.. The book is a reprint edition of 1858. Although serious work has been done to restore the original quality of the edition, some pages may…

Fedor Ivanovich Yankovich de Mirievo (1741 - 1814)

One of the organizers of public education in Russia, a talented teacher. A Serb by nationality, who knew Russian well, was invited from Austria in 1782 to work on the "Commission on the Establishment of Public Schools." Together with professors of Moscow University, scientists of the Academy of Sciences, F. I. Yankovich developed the content, organization, methods and form of education, training of teachers for public schools, which were created in Russia in accordance with the Charter of 1786.

In addition to working in the Commission, F. I. Yankovich since 1783 served as director of the St. Petersburg Main Public School, opened on his initiative, combining administrative work with educational and scientific and pedagogical work. From 1786, he led the creation of a teacher's seminary in St. Petersburg, which trained about 400 teachers for public schools over the 18 years of its existence. When the Ministry of Public Education was created, he was a member of the Main Directorate of Schools of the Russian Empire. In the same period, both independently and together with Russian scientists and teachers, he developed all the documentation for public schools, wrote textbooks and manuals for public teachers. He wrote the “Plan for the Establishment of Public Schools”, which was the basis of the “Charter for Public Schools in the Russian Empire”, “Rules for Students in Public Schools” (1782), “Guidelines for Teachers of the First and Second Grades of Public Schools of the Russian Empire” (jointly with Russian scientists, 1783), "Primer" (1782), "Recipes and for them a guide to calligraphy" (1782), "Guide to arithmetic" (1783 - 1784), textbook "... World History, published for public schools Russian Empire "(together with I. F. Yakovkin, parts 1 - 3, 1787 - 1793) and others. F. I. Yankovich republished, significantly supplementing," A Comparative Dictionary of All Languages ​​and Adverbs Arranged in Alphabetical Order "(dictionary was compiled by P. S. Pallas), translated and published the famous educational book by Ya. A. Komensky “The World of Sensual Things in Pictures”.

A follower of Ya. A. Komensky, F. I. Yankovich, sought to introduce into public schools the ideas of humanist teachers aimed at using the class-lesson system of education, using visualization, developing curiosity in children, love for books, learning. He made high demands on the teacher.

However, one should not overestimate the activities of F. I. Yankovich in Russia. Soviet researchers proved that in the implementation of the reform in the field of public education, the development of textbooks for students and teachers important role played by domestic scientists of the academy, university. Many documents and manuals were created by F. I. Yankovich with the active participation of Russian professors who worked at the St. Petersburg Main Public School.

From the "Charter of Public Schools in the Russian Empire"

(Published according to the edition: Poli. coll. laws of the Russian Empire. No. 16421, St. Petersburg, 1830.

The charter laid the foundation for the state system of urban secular schools. F. I. Yankovich de Mirievo took part in its development. The prototype of the Charter was the Austrian School Charter of 1774, which provided for three types of schools: trivial, main, normal, and in the practice of the Charter, a difference was established between the trivial schools of the city and the countryside in terms of training. However, the "Charter for public schools ..." of 1786 is not a mechanical copy of the Austrian system schooling. It reflected the enlightening ideas of domestic figures who were related to the development of the Charter, especially to the organization of education in public schools. Thus, the course of the main public school in Russia provided for the study of general educational and real disciplines. The organization of training was based on the ideas of Ya. I. Comenius. Serious attention was paid to the teacher, his training, humane attitude towards students. But the Charter of 1786 did not even mention the opening of public schools in Russian villages.

The question of establishing a connection between public schools and educational institutions middle and upper levels. The charter also passed over in silence the financing of urban public schools at the expense of the state. However, nevertheless, its creation and approval were associated with an attempt to create in Russia state system public education.)

The upbringing of the youth was respected by all enlightened peoples so much that they considered it the only means to affirm the good of civil society; Yes, this is indisputable, because the subjects of education, which contain a pure and reasonable concept of the creator and his holy law and fundamental rules of unshakable loyalty to the sovereign and true love for the fatherland and one's fellow citizens, are the main pillars of the general state welfare. Education, enlightening the mind of a person with various other knowledge, adorns his soul; by inclining the will to do good, it guides a virtuous life and, finally, fills a person with such concepts that he needs in a hostel. From this it follows that the seeds of such necessary and useful knowledge It is still necessary to sow from infancy in the hearts of adolescents, so that they grow in youthful years, and in men, when ripe, they bring fruit to society. But since these fruits cannot be multiplied in any other way than by the dissemination of the instruction itself, then for this purpose such institutions are now being established, where, on the basis of general instructions, it will be taught to young people in the language of nature. Such institutions should exist in all provinces and governorships of the Russian Empire, under the name of public schools, which are divided into main and small.

CHAPTER I. ABOUT THE MAIN PUBLIC SCHOOLS

I. ON THE CLASSES OF THE MAIN PEOPLE'S SCHOOLS

§ 1. In each provincial town there should be one main public school, consisting of 4 categories, or classes, in which to teach young people the following subjects and sciences in natural language, namely:

§ 2. In the first grade, to teach reading, writing, the original foundations of the Christian law and good morality. Starting with the knowledge of letters, teach how to fold and then read the primer, rules for students, an abbreviated catechism and sacred history. Those who are thus learning to read, at the onset of the second half of the first year, are forced to write in cursive, pronounce and write numbers, church and Roman numbers, and, moreover, teach them the initial rules of grammar contained in the table on the knowledge of letters, which is in the book under the title "Guide to teachers I and II classes.

§ 3. Books, according to which it is necessary to teach youth the above-mentioned subjects of this class, are the following ... 1. Alphabetical table. 2. Table for warehouses. 3. Russian primer. 4. Rules for students. 5. Abbreviated catechism. 6. Sacred history. 7. Recipes and 8. Guide to calligraphy.

§ 4. In the II class, or category, observing the same subjects of Christian law and good morality, begin to read a lengthy catechism without evidence from Holy Scripture, the Book of the Offices of a Man and a Citizen, and the first part of arithmetic; to repeat the sacred history, to continue the calligraphy and the teaching of the grammatical rules contained in the tables on the correct division of warehouses, on reading and on spelling, found in the aforementioned "Guide to teachers of I and II classes." In this category, also begin to teach youth and drawing.

§ 5. The books according to which youth should be taught in this class are the following... 1. A lengthy catechism. 2. Sacred history. 3. A book about the positions of a person and a citizen. 4. Guide to calligraphy. 5. Copy and 6. The first part of arithmetic.

§ 6. In III class one should continue drawing art, reading the explanations of the gospels, repeating a lengthy catechism with evidence from the Holy Scriptures, teaching the second part of arithmetic and the first part of universal history, an introduction to universal European geography, and then the earth description begins Russian state and Russian grammar with spelling exercises.

§ 7. Books from which to teach in this category are the following ... 1. A lengthy catechism. 2. Explanations of the gospels. 3. The second part of arithmetic. 4. History of the universal first part. 5. General geography and the Russian state. 6. General drawings of the globe, Europe, Asia, Africa, America and the Russian state. 7. Earth, or globe, and 8. Russian grammar.

§ 8. In the IV category, repeat Russian geography, continue drawing, general history, Russian grammar, moreover, exercising youth in commonly used essays written in the hostel, such as: in letters, invoices, receipts, etc. Teach Russian history, general geography and mathematical with tasks on the globe; also the foundations of geometry, mechanics, physics, natural history and civil architecture, assuming from the mathematical sciences for the first year geometry and architecture, and for the second mechanics and physics with the continuation of architecture, in which to draw and plans.

§ 9. The books according to which youth should be taught in this class are the following ... 1. Russian grammar. 2. Russian geography. 3. General geography, which is an introduction to the mathematical knowledge of the globe. 4. Russian history. 5. History of the universal second part. 6. General drawings of the globe, Europe, Asia, Africa, America and Russia. 7. Globe, or globe. 8. Geometry. 9. Architecture. 10. Mechanics. 11. Physics and 12. Inscription of natural history.

§ 10. In addition, in each main public school, those who wish to be teachers in small schools are prepared for teaching positions. Here they learn the educational method, as in such a place in the province, where they are tested in their knowledge, and then, with the knowledge of the order of public charity, they receive certificates from the director.

II. ON FOREIGN LANGUAGES AT THE MAIN PEOPLE'S SCHOOLS

§ 11. In all the main public schools, in addition to the rules of the Russian language, as natural, the foundations of Latin must also be taught for those who wish to continue their teaching in higher schools, somehow: gymnasiums or universities; and moreover, the teaching of that foreign language, which is in the neighborhood of each governorate, where the main school is located, can be more useful for its use in the hostel.

§ 12. In order for the study of these languages ​​to be thorough, it is necessary to begin teaching them in the first category of the main public school. The continuation of this teaching will be carried out in subsequent classes gradually according to the instruction printed here for teachers. foreign languages under number 1.

§ 13. The books by which to teach these languages ​​are as follows: 1. Primer. 2. Spectacle universes ( This refers to the book by Ya. A. Comenius "The world of sensual things in pictures")3. grammar of that language. 4. Copy-books in foreign languages ​​and 5. Dictionary.

III. ABOUT TEACHING AIDS IN THE MAIN PEOPLE'S SCHOOLS

§ 1. Allowances for teachers and students in the main public school should be the following, since not everyone can have them by himself:

§ 15. Book depository, consisting of various foreign and Russian books, and especially those related to the subjects of the main public school, and from drawings necessary for the dissemination of geographical knowledge.

§ 16. A collection of natural things from all three kingdoms of nature, which are necessary for explanation and obvious knowledge of natural history, especially all domestic natural works of that province in which the main public school is located.

Section 17 Assembly geometric bodies, mathematical and physical tools, drawings and models, or samples, for the explanation of architecture and mechanics.

IV. NUMBER OF TEACHERS OF THE MAIN PEOPLE'S SCHOOL AND DIVISION OF EDUCATIONAL HOURS

§ 18. There should be 6 teachers in the main public school and teach the sciences according to the arrangement of objects and hours, attached under No. 2, namely: the teacher teaches in III category the second part of arithmetic, Russian grammar and Latin, and continues in IV Russian grammar and Latin, where he also teaches geometry, architecture, mechanics and physics, studying 23 hours a week.

§ 19. One teacher teaches universal and Russian history, general and Russian geography and natural history, studying in grades III and IV 23 hours a week.

§ 20. One teacher of the second class teaches only 29 hours a week in the subjects of his category or class, and the explanation of the gospels and the lengthy catechism in the third class.

§ 21. One teacher of class I teaches 27 hours a week in the subjects of his class.

§ 22. One drawing teacher teaches II, III and IV classes for 4 hours a week, that is, on Wednesday and Saturday afternoons for 2 hours.

§ 23. One foreign language teacher teaches 18 hours a week.

CHAPTER II. ABOUT SMALL PEOPLE SCHOOLS

I. ABOUT CLASSES OF SMALL PEOPLE SCHOOLS

§ 24. Small schools are those institutions in which young people are taught in the natural language the academic subjects taught in the I and II classes of the main public school, turning off the teaching of foreign languages, and with the abolition that in the II class of these small schools, after graduation the first part of arithmetic, the second is taken up and ends. These schools should exist both in provincial cities, where one chief is dissatisfied, and in county towns and where, at the discretion of the order of public charity, in the first case, they may be needed.

§ 25. The books according to which it is necessary to teach the youth in these schools are the ones indicated above, published ... for the first and second classes of the main public schools.

II. ON THE NUMBER OF TEACHERS IN SMALL SCHOOLS AND HOURS OF TRAINING

§ 26. In small schools there should be two teachers, one in the first and one in the second category, as in the main public school; but if the number of disciples be small, then one is sufficient. Drawing is taught by one of them, who understands this art; otherwise, a special one is accepted. The number of hours is determined by him according to the location, this one is attached under No. 3.

CHAPTER III. ABOUT TEACHER'S POSITIONS

I. COMMON POSITIONS OF ALL TEACHERS

§ 27. Each teacher must have a book ... in which he writes down students who enter his category or who are transferred from other categories to him.

§ 28. They must teach all in the classes of their incoming pupils and pupils, without demanding any payment from them for teaching. In their very training, they should not neglect the children of poor parents, but always keep in mind that they are preparing a member of society.

29. Observe them accurately and at every time of study hours ...

§ 30. During school hours, have them have a monthly list of student diligence in front of them, according to the model, in the "Guide to teachers of I and II classes" located, and in it mark those who are absent, who on the next day should be asked about the reason for non-existence, and demand that they brought testimonies from their parents or relatives that they were not really in need or sickness. In the case of frequent absences, it is more accurate to visit their parents or guardians themselves or through others, for which their children do not come to schools, but write down the received answer.

§ 31. When teaching the teaching, do not interfere with the teachers with anything extraneous and not related to the academic subject, or do anything that would stop the continuation of the teaching or the attention of the students.

§ 32. To try with all his might, so that the students taught them the subjects clearly and correctly understood; For what reason can one say to them, and sometimes even write on the blackboard on purpose with errors, in order to find out through it whether they understand what is correctly said, whether they notice mistakes and whether they know how to correct them.

§ 33. All teachers must comply in everything with the prescribed method of teaching and not use other books, except for those designated by the charter. And just as teachers of grades I and II are obliged, according to the manual issued by him, to fulfill all the rules prescribed in it to the fullest extent, so evenly all other teachers of your classes should act according to the same; as for the preservation of the general school order and teaching positions, that is, to observe everything that is in this manual in part III about the rank, qualities and behavior of a teacher, and in IV about the school order.

§ 34. Most of all, it is required that teachers, by their own behavior and actions, set examples for piety, good-nature, friendliness, courtesy and diligence, avoiding before them, both in words and in deeds, everything that can cause temptation or give rise to superstition.

§ 35. If the teacher cannot be in the classroom due to illness or for some other legitimate reason, then inform the director or superintendent of this in advance so that the necessary measures can be taken to appoint another in the meantime, so that the students are not idle: and in this case, he must another teacher, appointed by the director or superintendent, unconditionally takes the place of another.

§ 36. In general, it is required that teachers should help each other with deed and advice and show due respect to each other before the students. As in the main public schools, so in the small ones, let not the teachers of the upper classes neglect the teachers of the lower ones, and let them not humiliate the subjects they teach in front of students or strangers: for all teachers and all academic subjects are equally necessary parts of one chain; on the contrary, even the teachers of the lower classes should by their courtesy precede those teachers who are more excellent in science than they are.

§ 37. Teachers living in the school are prohibited from staying overnight in a place other than the school, excluding, however, occasions and absences for legitimate needs; in the same way, it is not allowed for them, except for pupils and those assigned to them in the service, to leave strangers to spend the night and live in their houses without notifying their superiors about it.

§ 38. All teachers are allowed to keep pupils at their own discretion and give them private instructions outside of school hours. These pupils must also be recorded in the book of other students and sent to classes, observing strictly that they act and behave according to the rules introduced in the schools. When they go to bed and get up from sleep, at the beginning and end of study hours, also before eating and after it, force them to read prayers, teaching them to do so by their own example. In order to preserve their young hearts intact, which can be easily corrupted by superstition or some other delusion and obscenity, teachers should beware and warn their pupils from all superstitious, fabulous and depraved deeds and conversations, talk with them, and especially at the table, about useful such subjects that can incline their hearts to virtue, and their souls to benevolence, which children will willingly follow if the teacher begins to treat them carefully and observes so that they do not see or hear anything depraved even from servants and maids. In monthly reports submitted to the director or superintendent, teachers should also notify about the behavior, diligence and success of their pupils, meaning, moreover, when they entered his maintenance, that they knew upon entry that they were taught in the classes of that school and privately in the chambers and with what success. Teachers are not allowed to use pupils entrusted to them by their parents solely for science and education, in an outside matter, homework or in parcels, but more so to see that all the time of their stay in the content was turned, according to the intention of the parents, in favor of the pupils. Teachers are also instructed to instruct their pupils in good manners and courtesy, showing how to sit decently, walk, bow, ask courteously and speak affectionately, even with servants and maids. During a walk, show them worthy remarks and turn cases that come up to moralizing in their favor ... Teachers also diligently observe, so that their pupils do not leave home without any reason.

§ 39. In open tests, which are carried out at the end of each educational course, it is now more convenient to recognize before the New Year and before Peter's Day, to do otherwise, as in Chapter V of Part IV of the "Guide to Teachers of Grades I and II" is prescribed. Each teacher must submit to the director or superintendent a list of students in his class according to the model attached under No. 5, and test the teachings taught by him as directed by the director or superintendent, and finally read the names of diligent and well-behaved students.

§ 40. The teacher must submit to the director a list of those students whom he intends to transfer to the upper class at the end of the open test, and test them separately in the presence of the director and the teacher to whom they should go to the next class.

II. SPECIAL POSITIONS OF TEACHERS OF THE MAIN PEOPLE SCHOOLS

§ 41. Teachers of grades I and II to teach exactly according to the rules contained in the book entitled "Guide to teachers of grades I and II"; teachers of grades III and IV - according to the rules prescribed in the prefaces of their books, namely: in grammar, history, geography, geometry, architecture, physics, natural history, etc. And as every student of the upper classes should have a special notebook, in which to notice and write down the teacher's explanations and notes during school hours, then it is diligent for teachers to observe whether these comments are properly made; and in case of malfunction, do not leave them without advice and guidance.

§ 42. Academic subjects of I, II and III classes to finish them during each year; sciences of the IV class - within two years.

§ 43. Teachers of the I and II categories must themselves teach their students the Latin language; in grades III and IV, a teacher of mathematical sciences should already teach it.

§ 44. The teaching of Latin and foreign neighboring languages, to be carried out in the main folk school according to the instructions found in the above-mentioned manual for teachers teaching foreign languages.

§ 45. To teach drawing to teachers according to the prescription of a manual issued for them on purpose, in a printed small book consisting.

§ 46. In order for the history of the Russian state to have reliable monuments over time, from where to borrow evidence of incidents regarding the spread of sciences, then teachers of the upper classes, namely IV and III, with the help of the director, should keep a note by common labor to the established and henceforth established public schools as in the provincial city of their governorship, and in county towns and other surrounding places of that province or vicegerency. In such a note, indicate exactly the year and date in whose reign these schools were founded, under which governor-general, governor, director, members of the order of public charity, under which caretakers and teachers who were from the very foundation of the schools, showing where these teachers studied , where they come from, so much as the number of students and pupils was great, how it increased or decreased, and where the students left after graduating from the teaching of all or some of the sciences only. In general, describe here all the successes in the teachings and sciences of that viceroy or province, noting the state and increment of the book depository and the collection of natural things and all other benefits at the main school, at what time and by what noble persons the schools were attended, that under such circumstances worthy notes happened ; with what success open trials were carried out; how many teachers in the main public school were prepared for lower public schools, when they were assigned to what places and what was done for the benefit of these institutions in the governorship by the government or private benefactors. the aforementioned teachers should ask for themselves from the order of public charity through their director; this description should be continued annually and, preparing by the 1st of January, send one list of it to the government’s main school, and store the other in the library of the main public school, adding it to the list of books.

§ 47. Inasmuch as those who seek teaching positions ... must be examined in advance to be teachers of the main public schools, not only in the very sciences that they wish to teach, but also in the method of teaching them, then in case of insufficient both in one and in the other knowledge seekers teachers of the main public school should assist them in this both during the teaching of public instructions, and especially by explaining to them the “Guide to teachers of grades I and II” and showing, moreover, how to keep lists, reports and other written matters belonging to the teacher's position.

§ 48. Teachers of the main public school are obliged to submit a general report to the director every month on the progress of teaching, the behavior of students and on all school needs ...

§ 49. One of the teachers of the upper classes of the main public school assumes, by appointment of the director, the position of a book keeper, having books in his consideration; for other benefits, those teachers should have supervision, to whom they belong according to their science; what they have to do, they are given written instructions from the director.

III. SPECIAL POSITIONS OF SMALL SCHOOLS TEACHERS

§ 50. The positions of teachers of small schools are the same as those of teachers of grades I and II of the main school, except for foreign languages.

§ 51. To complete their teaching of subjects for each in his class within one year.

§ 52. To teach and act exactly according to the rules contained in the Guide to Teachers of Grades I and II.

§ 53. Submit monthly reports to them on the subjects studied, on the successes and behavior of students and on all school needs ... in the provincial city to the director, and in district cities to the superintendent.

IV. ENCOURAGEMENT TO TEACHER

§ 54. All teachers who teach in public schools, receiving a salary according to state status, are considered to be in active service ... and can expect the same rewards that are acquired by diligent service in other ranks.

§ 55. Teachers are allowed to keep pupils on a voluntary basis with their parents or guardians and in their free time to instruct them even more than the general teaching hours, which are laid down in schools.

§ 56. It is allowed to use with due care books and other manuals belonging to the main public school, receiving them against receipt.

CHAPTER IV. ABOUT STUDENTS

I. STUDENT POSITIONS

§ 57. All pupils and pupils must observe the published rules for pupils. These rules oblige all students in general, without exception of the upper and lower classes, and for this reason, each student, in order to know his positions, must provide himself with this book, which is what is required of their parents or guardians.

§ 58. Pupils must honor their teachers, obey their orders and execute them with accuracy; for disobedience to the teacher, disrespect and laziness are subject to the punishments prescribed in the "Guide to teachers of grades I and II" in part IV, in chapter II on school strictness.

§ 59. All students must supply themselves with books that belong to their class, and, moreover, have paper, pens and others ready for writing, drawing and other sciences of belonging.

§ 60. Each student of the main public school of the upper classes must have a special notebook in which he writes down the teacher's explanations during school hours.

II. ENCOURAGEMENT TO STUDENTS

§ 61. The names of students who have distinguished themselves by success in the sciences, diligence and good manners are proclaimed to all those present at the end of each open test, and then the teacher enters them into his notebook in order to preserve their memory as an example to their future comrades. Finally, they distribute to each of these distinguished students in a well-bound textbook signed by the director of public schools with his own hand, that it was presented to such and such for the successes, diligence and good manners from the order of public charity.

§ 62. Pupils who have completed the prescribed course of sciences and received a certificate of their knowledge and good character signed by teachers and director, are preferred to others when assigned to a place.

CHAPTER V

§ 63. The trustee of public schools in each vicegerency is the governor, who, according to the governor-general, has the main care of the schools. He, hurrying on the spot to the well-being of these ... institutions that serve for the enlightenment and good-natured upbringing of youth, should try to encourage with his care both teachers and students, and those who supervise the schools themselves. Like the chairman of the order of public charity, he tries not only with advice, but also with the power given to him by the laws, to give any help to the director and superintendent in the fulfillment of everything that is prescribed in this charter and that tends to the benefit of schools, removing, on the contrary, that welfare can harm them.

§ 64. One of the first positions of a trustee is to try to spread public schools from the main one, located in the provincial city, not only to county towns, but also to other villages, as far as the means will allow him. To this end, with the knowledge of the Governor-General or in his non-existence, he himself writes out from the theological seminaries of his governorship capable of people, according to the testimony of the director, to fill the places of the teacher ...

§ 65. According to the circumstances of the place, the state and property of the inhabitants, the trustee, with the knowledge of the governor-general, may also add classes III and IV to a small other school, when there are otherwise satisfactory means for this.

§ 66. At the suggestion of the director, the trustee hurries to establish and fill the classrooms of the main public school both with natural things from all three kingdoms of nature, especially in that province and vicegerency with those born, and with physical and mathematical tools, and book depositories with books, land maps and drawings, encouraging allowance in that schools for the nobility and citizens.

§ 67. The trustee, going around his province, like a governor, if he happens to be in those places where schools are located, he will not leave to inspect them personally as institutions that are no less useful than others.

§ 68. Like the chairman of the order of public charity, the trustee also oversees home schools for the execution of the order given to the holders thereof.

CHAPTER VI. ABOUT THE DIRECTOR OF PEOPLE SCHOOLS

§ 69. The director of public schools is chosen and appointed by the Governor-General. He must be a lover of the sciences, order and virtue, well-wishing to youth and knowing the value of education. He sits in the order of public charity on matters related to schools.

§ 70. To the director, passing his service with due diligence, to observe that all the prescribed regulations and rules in this charter in all the public schools entrusted to him in that province and from all the ranks subordinate to him are executed.

§ 71. He accepts monthly reports both from teachers of public schools in the provincial city, and sent through caretakers from teachers of county schools. If he sees any needs or shortcomings in the schools, then he immediately corrects them either himself or by reporting to the order of public charity, it will be important. From the same reports and from the lists of diligence submitted during open tests, at the end of each educational course, he composes a complete statement about the state of all forces under the jurisdiction of his public schools ... having signed this statement, he submits an order for public charity, and leaving the order with himself with this copy, sends a genuine one to the main school government.

§ 72. To the director to observe that teachers who are assigned to public schools know the way of teaching and learning, especially the first and second grades. He should allow those wishing to learn this way to the main school to study it; and when someone shows a satisfied skill in it at a test before the teachers of the main public school and in his presence, then, having selected from these written testimonies about such, submit them together with his order of public charity, and by definition of this gives the tested person a certificate of his ability and knowledge of teacher's positions behind his own signature. And therefore, watch the director, so that no one who does not have such a certificate teaches in public schools.

§ 73. The director, having direct supervision over the teachers, must receive them and deal with them, as if they bear the difficult and important positions of educating the sons of the fatherland, affectionately and not leave them with business and advice, both in class and in their own needs, especially not to leave them in illness. If, more than expected, one of the teachers turns out to be negligent in his position and dishonorable in behavior, in this case the director admonishes him once and twice; not seeing a correction and having found another in his place, he dismisses him from his post, however, with the permission of the trustee and with the knowledge of the order of public charity.

§ 74. In the event of the illness of a teacher, the director tries so that his class does not remain idle, entrusting at that time either one of the best students to do repetitions, or, if there is a seeker for a teacher's position, to exercise these students.

§ 75. The director should see that the teachers receive and register all who wish and who are with them pupils and pupils and by no means forbid anyone to go to classes, except for those infected with some sticky disease, which is the most for the superintendent to observe in district schools.

§ 76. The director, having to look after the well-being of students, no less than for their success in teaching, must, in such a case when a student in his misconduct and vices is not corrected by repeated teacher admonitions, give parents or guardians such a stagnant to know in evil, declaring, moreover, that the student will be expelled if he does not improve, which indeed the director, in contented and mature respect, based on the rules of meekness and philanthropy, does, if the student still does not change his behavior, writing down his guilt and the reasons for exclusion and informing about it to the order of public charity. To students who have completed their studies decently and are leaving schools, he gives evidence of their knowledge and behavior by signing their own and sealing the order of public charity ...

§ 80. The director must inspect public schools in a provincial city at least once every week, and if time permits, more often, in the districts every year, at least once.

§ 81. To the director to observe that at the end of each educational course, according to the instructions of the "Guidelines for teachers of grades I and II", part IV, chapter V, open tests were carried out not only in the main public school, but also in all other two schools of that province times a year, from December 26 to January 6 and from June 29 to July 3.

With such tests, he himself should be present at the schools of the provincial city and make the necessary preparations for this. At the end of these, distribute the awards shown above to distinguished students and, finally, transfer those who succeed in the higher classes ...

§ 83. As it is not forbidden for teachers of public schools to keep pupils with them, the director is obliged to have supervision, so that the maintenance and upbringing of these occurs in accordance with the intention of the parents and the prescription issued about that in this statute, since the good temper and success of these pupils can not only bring honor teachers, but also the schools themselves.

§ 84. The director also manages private boarding schools or home schools located in the province, in which he is to observe everything that is prescribed in the order No. 8 attached here.

§ 86. In each county town one caretaker from the citizens of that city is elected as a trustee of public schools for the constant supervision of schools located in that place.

§ 87. The position of superintendent is to observe that all the prescribed regulations and rules in this charter, concerning small public schools, are executed.

§ 88. He receives monthly reports from teachers, which he sends to the order of public charity for delivery to the director.

§ 89. The superintendent is to inspect the school twice every week and visit whether the students go to the school diligently; otherwise, he must admonish them and let their parents know about it. At the same time, he makes sure that teachers do not skip school hours, and that students come to church on Sundays and holidays and, in a word, do everything that is prescribed for them in this charter.

§ 90. The superintendent must give the teachers all help in case of classroom and their own legitimate needs, especially in illness. Treat them kindly and politely; and if, more than aspirations, the teacher shows himself in his position and in his behavior to be negligent and dishonorable, in this case he admonishes him time and again, but, not seeing correction, reports about it to the director, who acts according to his order ...

CHAPTER VIII. ABOUT THE PART OF ECONOMIC SCHOOLS

CHAPTER IX. ABOUT THE MAIN GOVERNMENT OF SCHOOLS

... § 109. The main school government maintains its own office and archive. He also has his seal according to an approved model, under which all messages and letters are accepted at all post offices in the Russian Empire free of charge, as well as those sent to it.

§110. As the main government of the schools should try to supply the schools with books, land cards and all the necessary benefits, then it is allowed to start and maintain its own printing press with other workshops, which may be needed for printing books, cutting out land cards and other school needs; or also to print books and carve landcards from free masters at the discretion. However, both the printing of his educational and other books and land maps, as well as the sale of them, is assigned solely to the main school government, which is why no one can be allowed to reprint them without the permission of the main school government.

§ 111. To the main government to see that this statute is carried out in all its space and in all its parts, having the power to appoint teachers capable by virtue of this statute ...

From the "Guide to teachers of the first and second grades of public schools of the Russian Empire"

(Published according to the publication: Guide to teachers of the first and second grades of public schools ... St. Petersburg, 1783.

First published in 1783. This book does not contain the name of F. I. Yankovich, although the publication was carried out during his lifetime. This once again confirms that the "Guide ..." was written by F.I. Yankovich together with Russian scientists and teachers.

It was believed that the "Guide to teachers of the first and second grades of public schools ..." was written personally by F.I. Yankovich on the basis of his manual called "The Hand Book", published in Vienna in 1776. However, a comparison of these books shows that only the first part of the "Manual ..." resembles the "Hand Book". Everything else is the fruit of the collective work of Russian scientists and teachers who worked together with F.I. Yankovich. The “Guide ...” reflects the ideas of progressive professors of Moscow University, who published the “Method of Teaching” in 1771, i.e., much earlier than the “Handbook” by F. I. Yankovich was published.

The “Guide...” consists of 4 parts: about the way of teaching, about academic subjects, about the title, qualities and behavior of a teacher, about school order. At the end there are 3 applications: samples of the schedule of classes for grades I and II of the school, a list of the diligence of students of such and such a class for a certain month, cool magazine. The parts are divided into chapters and paragraphs. The first part outlines didactics, the second - the methodology for teaching literacy, arithmetic, writing, the third - the duties of a teacher, his personal qualities, the fourth talks about teaching hours, school discipline, exams, knowledge testing.)

Foreword

It is easy for an impartial person to foresee what bad consequences can result from such an upbringing, which is not based on any well-known and definite guidance, then, so to speak, is left to itself or to the will of some teachers.

It is true that some teachers, endowed with abilities and insight, might be able to invent such rules by themselves, according to which they would fulfill the positions of their rank with no small success; but just as it is impossible to assume that all of them were of equal diligence, abilities and insight, then it seemed that the teachers of the first and second classes of public schools needed to compose this guide; so that they may observe the positions assigned to them uniformly everywhere. This book contains everything that a teacher needs to know for the upbringing of children, his behavior and school order in urban and rural schools. It is divided into four parts, of which the first contains the educational method, the second - the subjects taught in the first and second grades, the third - the title, qualities and behavior of the teacher himself, and the fourth - the school order. In addition, tables are attached here about the knowledge of letters, about warehouses, about reading and about spelling, which are needed only for some teachers, because they must teach these to students not by reading, but only by research on a large black board. At the same time, it is also necessary to mention that the teacher, in addition to this manual, should also have all other books prescribed for reading by students in the first and second grades, such as an alphabetical table, primer, rules for students, a guide to calligraphy, a book on human positions and a citizen and a catechism with questions and without questions, so that in case of need he would not take them from his students.

PART I. ABOUT THE TRAINING METHOD

1. Under the teaching method is understood the way of teaching, according to which the teacher should teach his students.

2. This method consists in certain benefits in the course of the instruction itself, which are here indicated and prescribed, so that the youth may be more able, more decent, and more thoroughly instructed; It is precisely the experience that consists in the total instruction, the total reading and depiction through the initial letters...

CHAPTER I

I. What is meant by corporate instruction?

By collective instruction is meant that the teachers of the lower schools should not teach the pupils one by one separately, but should show them all together who teach one thing; through which they will all be attentive to what the teacher says, asks or writes. For example, if in a school where there are many students, warehouses are shown or read, then everyone who is studying warehouses or reading should add the same and read together either aloud or to themselves; and if the teacher suddenly asks one person or many, then so that they are able to continue where others left off ...

II. How should one act in the case of corporate instruction?

1. In order to maintain order in the overall instruction, the students are divided into classes, according to which they should be taught alternately. These classes are of different kinds, for example: in villages, where the teacher must have all the students together, all those belong to the same class who are taught the same thing, for example: letters, warehouses, reading, etc. But it is also necessary to separate those who some learn the same thing, but with varying success, and plant especially good ones, especially mediocre ones, and especially weak ones.

2. The teacher can ask students by class or separately, calling by name or giving some kind of sign to answer; however, not always in the same order or queue.

3. If the student wants to say something or get up from his seat, then he must let it know in advance by raising his hand and wait for permission from the teacher. No one should speak without permission.

4. When one student reads, or answers, or is asked, then all the others should read after him to himself and be ready for an answer, as soon as they are asked ... Sometimes it is also necessary, after asking one about something, to ask about the same another and third.

5. The teacher must pronounce all the words loudly, smoothly and clearly, turn his eyes everywhere and walk around all the students in order to see if everyone is diligently listening to him and doing their job.

6. Especially the teacher should help weak students and make them answer more often and repeat the answers of others. But so that these do not delay him for a long time, then he can continue further, if at least two-thirds of the students completely understood the previous one. The same few who are in full school time they didn’t have time to follow the others, they either had to go one more time to the class in which they lagged behind, or the teacher had to show especially in excess of the usual hours.

III. Benefit cumulative instruction.

1. All the time of teaching is used for the benefit of each student, otherwise the teacher would be sure of the student's attention only in those few minutes when the student's turn to read would reach.

2. Correction of errors is for the benefit of all.

3. The attention of the students is preserved, and the playfulness is turned away.

4. Children learn in this way faster and easier, and the teacher no longer needs to shout at those who do nothing.

PART III. ON THE RANK, QUALITIES AND BEHAVIOR OF A TEACHER

CHAPTER I. ABOUT TEACHER'S RANK

I. On the duties of a teacher's title.

1. Teachers are obliged, according to their condition, to take the place of parents for students; and therefore, the less the parents themselves help in educating their children, the more it is the duty of teachers to labor...

3. The title of teachers obliges them also to try to make their students useful members of society; and for this they should encourage the youth more often to observe public offices, enlighten the minds of students and teach them how to think and act reasonably, honestly and decently; and prescribed sciences to teach young people in the way they need them in a hostel.

II. On the importance of the crime of teaching

Teachers, not fulfilling the offices of their rank, sin

a) before God, when they neglect to teach instructions by those who spread the knowledge of God, worship of God, worship;

b) before the government, from which they are accepted for this teaching and placed in their position, when they neglect to make children capable of serving the government and the state;

c) to the parents of pupils who pay for their children when they do not try to teach children for ordinary pay what they should be taught;

d) in front of children, when they are badly cared for, because teachers will need to answer for their ignorance and for all the bad consequences thereof;

e) before oneself, for through this they subject themselves to the terrible judgment of God, they weigh down their conscience, from the omission of their position they are in danger of eternal punishment.

CHAPTER II. ON THE QUALITIES OF A TEACHER

The good qualities of a teacher are:

I. Piety.

5. In his house he should be peaceful and decent, friendly and helpful to everyone.

6. He should especially avoid scolding, swearing ... slander and foul language, as well as immeasurability in drinking and in dealing with indecent women.

II. Love.

1. He must treat all students in a paternal way, that is, affectionately and lovingly.

2. He should treat them with affection and modesty and not show annoyance when they come to school or when his proposals will soon not be understood.

3. He should let them notice that he is pleased when they are diligent and everyone goes to school often, and that he loves them.

4. This love should not be childish, but always connected with a constant and important look, it should not be based on the wealth of the parents of the students, but on the good manners and diligence of the children.

III. Cheerfulness.

The teacher should not be drowsy, gloomy, or, when it is necessary to praise children, indifferent, but he should praise those who behave well, and encourage others both by affectionate persuasion and by showing how much he tries to endow them with everything.

IV. Patience.

1. When a teacher has students who are negligent, frisky and stubborn, and when, moreover, their parents lay the blame on him that their children do not learn anything, then he should not lose patience.

2. He must imagine that he, like a man, was born into the world for hard work ...

VI. Diligence.

1. Diligent is he who, over what he is obliged by his position, works tirelessly and with the greatest diligence, not weakening from any obstacles or difficulties; ... the teacher must be extremely diligent, so that through his example he will make the students diligent in the same way.

2. When a teacher, even for the slightest reason, does not take care of the school, or often comes late, or starts teaching at the wrong time, or instead of teaching, corrects his household chores or some needlework, then the children become just as negligent, they come late to school, not so much trying to study or not going at all.

3. Through his negligence, the teacher will lose the power of attorney of the parents, the love of the children and his salary, because the parents will not want to pay money in vain when their children learn so little or nothing at all.

Rules for students in public schools (excerpts)

(Published according to the publication: Yankovich de Mirievo F.I. Rules for students in public schools. SPb., 1807.

The document, as it were, complements the "Charter for Public Schools in the Russian Empire." The "Rules ..." gives a clear description of the duties of students in teaching, but along with progressive tendencies, religious education takes place.)

II. HOW SHOULD STUDENTS CONVERGE TO THE SCHOOL, TO DO IN IT AND LEAVING IT

A. How can they come to the school.

1. Children who wish to borrow teaching at the school must be presented from their parents or guardians to be teachers in the summer before Fomin Monday, and in the winter by November 1, so that they are accepted and included in the list before the start of the educational course; those who did not appear by this time should be refused and sent away until the start of the next educational course, so that for the sake of one or two students the teaching would not need to be started again.

2. Decently placed on the list of students, every morning before going to school, wash his face and hands, comb his hair and cut, if necessary, nails ... collect his books, notebooks, numeral board and everything he needs; then wait for a call to the school, so that it is not too early and not too late, but at the present time to come there; the student is ordered not to have any things for the game and amusements of employees, and not to carry them to the school. The hours of teaching, excluding Wednesday afternoons, since the time of rest, are set throughout the week in winter until noon from 8 to 11, in summer from 7 to 10, in the afternoon in winter from 2 to 4, and in summer from 2 to 5.

3. Before coming to the school, the student should think about the natural need, so that during the teaching he would not be forced to leave the school, for it is inconvenient to allow such run-outs, and even if they were allowed, then a few suddenly, but always one after the other.

4. When a student really goes from home to the school, he must ... go straight to the school decently and, having entered the training room, bow kindly to the teacher, then sit down directly on the bench shown to him and wait for the beginning of the teaching in silence and silence. Students are not allowed to always sit on the same place shown to each bench, so that in case of being late they do not climb through the benches, but sit down in order, as one by one enters.

B. How to enter the school.

1. In the teacher's reasoning:

a) when the teacher, after reading the school prayer, calls the students by name according to the list, then everyone, standing up decorously, should say: “Here.” If, however, who had previously left the school, then he should briefly and thoroughly offer the reason for his absence;

b) students must do everything that is ordered by the teacher, and diligently listen to everything that is taught. Only the questioned person is allowed to answer, but when he is not able to answer, then he who knows, by raising his left hand, should let him know that he is able to answer, but not before he should speak until he receives permission; moreover, he must look at the teacher and speak with decorum;

c) each student should feel special love and essentially filial power of attorney for his teacher, in educational circumstances ask his advice and help; moreover, to make sure that everything that the teacher undertakes with him will advance to his well-being;

d) students are obliged to their teachers to show all respect and unquestioning obedience; also to show by look, word and deed that they recognize this duty and are ready to fulfill it...

e) who in his youth is not obedient to the teacher, he, having matured, usually does not submit to civil authority, and for this the student is subject to obedience in the school in time to get used to all the commands of the teacher with possible humility and due respect to execute;

f) students should not only listen to the admonitions and warnings of their teacher, but also endure the very punishments that are inflicted to correct them, without grumbling, because in this way they will acquire the ability, having become members of the state, to be always obedient and devoted to the power placed over them;

g) a student who has completed his studies is not allowed to leave the school arbitrarily, but he must, upon completion instructional teaching with their parents or guardians to come to the teacher, thank him for his work and, at the same time, ask him written evidence about your behaviour.

2. With your students:

a) each student should show special love and inclination towards his fellow students, treat each other with courtesy and try to show them all sorts of pleasing;

b) when someone complains about his friend to the teacher, he must present the fault or the offense caused to the teacher in the real truth. Pupils should not, for the insults caused to them, govern themselves or enter into a quarrel, fight and swear with slanderous words, and even less so, every minute start various complaints out of malice, slander and vindictiveness, because from all this love and consent, in a hostel are needed , are refuted;

c) when one of the fellow students has a humpback, lame, or some other bodily defect, then his comrades should not blame him or mock him, but should support him in brotherly love and treat him equally as with others;

d) when one of the students is punished for his misdeed, then the other students should not mock him and disclose his punishment at home, but turn such an error into his own correction and precaution;

e) no one should damage the books and other things of his fellow students, and moreover, not dare to appropriate something that is not his own, and also exchange things delivered to him from his parents among themselves.

3. In the reasoning of strangers:

a) when outsiders of spiritual or secular rank come to the school, then the students, after their procession to the training room, should get up from their seats and bow;

b) students in their presence should not look around or stand disorderly and obscenely, but turn their eyes in liveliness and vigor to them and, if questions arise, answer loudly and intelligibly with all decency; then, when they leave the school, it is customary to give thanks.

B. How can students leave the school.

1. When the study hours are over and the teacher dismisses the students, then no one should climb through the bench or under it, but always those who were sitting at the end of the bench should go out first, and the ones following them one after the other, stand side by side and two in row to leave the school; moreover, pushing and other obscenities are especially prohibited.

2. Pupils, leaving the school, should not linger in the streets, start a game, scream or other debauchery, but decorously and decently go straight home, bow courteously to each passing person, and when they come home, first honor their parents or those in charge by kissing their hands then put your books in the proper place.

III. HOW OUTSIDE SCHOOL STUDENTS ... DO

a) Pupils should not only in school ... behave decently, humbly and respectfully, but also at home and in every place behave the same way;

b) they must be obedient to their parents and superiors and immediately obey orders from them;

c) when dinner time comes and the student is called to the table, he should ... never sit down before his elders, also take food before them, but should behave decently and decently during dinner, talk with possible courtesy ...

d) the student, going to sleep, should ... wish his parents good night, then take off his dress and put it in the proper place, in order to find it in the same place in the morning;

e) students should not, at home or anywhere else, start quarrels, obscene and shameful conversations and speeches, vain and fabulous tales, and anything else like that, but spend their time decently in diligent repetition of lessons;

f) the disciples must show their high respect, humility and obedience to the spiritual and secular, and treat all people in a friendly way;

g) they should not start playing along the streets with loafers, but for their own fun on their day of rest, converge at the school and from here go to the amusement park; and in the game they must observe all decency, so that nothing impudent, seductive and harmful happens.

3. Each student must act in this way and observe these rules, so that the fruits of instruction, acceptable in the school, will be brought to light by deed and thereby bring honor to himself and his teachers. And whoever willfully violates them, such will subject himself to punishment without omission.

Russian primer ... (excerpts)

(Published according to the edition: Yankovich de Mirievo F. I. Russian primer for teaching youth to read. SPb., 1788.

Title page of "Primer" by F. I. Yankovich de Mirievo

Sheets of the "Primer" by F. I. Yankovich de Mirievo

"Russian ABC Book..." by F. I. Yankovich includes the ecclesiastical and civil alphabet, handwritten with large and small letters, syllables, words; the primer contains brief moralizing in the form of fictional stories, fairy tales "The Bear and the Bees", etc., short stories, multiplication tables, numbers.)

VI. BRIEF HORSEHOUSE

When we don’t de-la-eat anything bad, then we won’t be oppressed by any evil.

Why, when you-we-knee in your youthful years, then it’s not like him and in our old age.

You don’t want something for yourself, don’t want something else.

Don’t take anything from someone else, if you don’t steal.

In what and-me-eat I-wait, bring-o-bre-tai work-house.

What in zai-we take-mesh, from-yes-wai.

Be blessed and merciful and merciful; for-s-sche-mu give, e-y-y-me-eat; poor-but-mu-mo-gi, when-gda-chi-thread in so-hundred-I-no-and.

About-bee-does anyone you-bya, forgive e-mu; o-mourned if you beat someone, come with him.

E-whether bu-dem che-lo-ve-ko-lu-bi-you, bu-dem from people lu-bi-we.

Don’t for-see-duy anyone, but wish everyone well.

Serve to whom you can only and wait for all good people.

At first, be obedient to the chiefs, with equals about the course-di-te-len, to the lower pri-ve-tliv.

In-pro-sha-yu-schim from-ve-tea.

Not everything you can, de-lay, but only what you must.

Nothing without-races-court-but not na-chi-nay.

Think first about what you want to say.

Healthy races-su-doc and good-bra-I in-la many-gi-e-bra-e-de-la pro-out-of-dyat.

When someone speaks, listen.

Eh, are you sinning in what, admit it without shame, and, for recognition, you follow and pro-no-no.

From not-to-der-zha-ni-I ro-zhda-ut-sya bo-le-zni, from bo-le-zna and sa-ma-i death with-key-cha-et-sya.

Voz-der-zhny-e zhi-vut is healthy, long-forever-but and ho-ro-sho.

In-le-zno health-vi-yu eat and drink u-me-ren-but.

Without p-wu-wu, don’t pee, don’t drink, don’t drink without thirst.

From drunkenness, as from I-yes, w-yes-lay-sya.

Bo-ha-th-e and puff-but-e dress will not make du-ra-ka-m-m-m.

Whoever speaks a lot, from that we hear few good speeches.

Go-in-ri always tell the truth, but never lie. So-lga-vshe-mu oh-day-waiting rarely henceforth they believe. Not from de-wai-xia over a hundred people, because you also de-eat to live to a hundred.

VII. SHORT STORIES

EAGLE AND RAVEN

The raven, seeing the lamb descending and the eagle rising up with it, wanted to follow it and so flew into another lamb, but it was not strong enough to lift it up; besides, he was so entangled in his fur with claws that he could no longer fly. Seeing this, the shepherd immediately ran up and, cutting off his wings, gave it to his children for fun.

moralizing

1. A small person should not imitate a big person in everything, because he rarely succeeds in this, as happened with Petrusha, who, having once seen a gardener climbing a tree without any difficulty, decided to try it too, but he was still weak and, unable to hold on properly, fell and (God forbid!) broke his arm.

2. If we see or hear something bad from big ones, then all the less should we follow them.

In this case, Jacob was a very loving child. When he heard that someone was swearing, scolding, or saying some superstitious speech, he immediately either plugged his ears or left altogether. Also, when he saw that people quarreled, or fought, or treated the poor unkindly, or offended someone, he slowly called out to God and said: “Heavenly Father! Save me from such anger, so that I will not be objectionable to you either.

BEAR AND BEE

Once upon a time a bear dared to enter a bee-house where bees were found. After a short time, a bee flew in and stung him. This irritated bear went straight to the hives to exterminate them all, but as soon as he avenged the insult to one bee, then the others, offended, flew at him and stung him so painfully that he almost lost his sight.

moralizing

1. Do not go where you should not, because very unpleasant things can easily happen to you.

2. We must learn to endure small grievances when we want to lead a quiet life, for as a rule, misfortune multiplies from vengeance.

THIEF AND DOG

A thief once attempted to sneak into dark night into the house of a certain rich man who had a dog that guarded his house very faithfully, and as soon as he approached the house, the dog began to bark very loudly. The thief threw a piece of bread at her and told her not to bark. The dog, in spite of everything, said: “Get out, slacker! You teach me to become unfaithful to the owner, who feeds and waters me for so long; you will never succeed in your intention.” At this, she began to bark even louder, so that the household people woke up, and because of this the thief was forced to flee as quickly as possible.

moralizing

1. There is nothing better than being faithful and obedient to your benefactor. When we like loyalty in animals, how much more should we like it in people?

2. One should not be silent when it is possible to interfere with some evil.

THE HORSE AND ITS UNGRATULATE OWNER

The horse, which had rendered great services to its master for a long time, finally became obsolete and became so weak that, walking heavily loaded, it often stumbled and fell.

Once he was so heavily loaded that, having fallen, he could no longer get up. In this case, it would be appropriate for the owner, remembering his former services, to endure and help him, but he was so hard-hearted that he constantly beat the old horse.

Finally, in his rage, he hit the horse in the head, which caused him to die. Here the owner's bad deed turned to his detriment, for he himself was forced to carry the horse's burden on himself.

moralizing

1. There is nothing worse than to consign to oblivion the old good deeds and services.

2. A person who observes justice also has pity for cattle and always tries to make their life bearable.

3. Reasonable person is never inflamed with anger, because during it we often do what is unfair.

MONEY, POOR MAN AND HIS SON

Some poor man, who had neither money nor bread to feed his children, went to a rich gentleman to ask him for work; for he was very honest, did not want to be idle and go begging. Then, by chance, he entered the upper room, where there was a lot of money. "Ah, father! - cried his son, whom he held by the hand. - Look how much money, perhaps, take as much as you like.

“God save me,” answered the father, “they are not mine; and from others one should not take the slightest thing, so as not to lose the favor of God and people. ”-“ Nobody sees here, ”answered the son.

“Of course,” his father said to him in response, “if people do not see this, then God sees, who is everywhere present. He will announce this before everyone if I steal here; and I will not acquire eternal bliss for myself, for neither a thief, nor a lower unrighteous person will receive the kingdom of heaven. Remember him, I tell you, my dear son!

At that very moment, the owner of this house, who heard all this in another room, entered there, praised this poor man for his honesty and gave him money, as much as he needed to live.

moralizing

Learn, young children, how generously God rewards those who fear him.

BOY AND OLD MAN

Some frivolous boy saw an old man walking past his gate, who, from extreme old age, walked bent over. The boy, not judging that he himself would someday come to old age, mocked the old man and showed all his wit in him.

The old man felt sorry for this reckless boy and instead of anger, turning around, said to him affectionately: “My friend! Do not laugh at the old man, you do not know what can happen to you in old age. If you had worked so much and served so much day and night, then you would not have recklessly mocked me.

The boy, touched by this meek and unexpected answer, was ashamed of his act, came to repentance and threw himself on the old man's neck, asking his forgiveness from the bottom of his heart.

“I rejoice,” answered the old man, “that you are trying to correct your mistake; just don’t do it in the future, so that God will grant you to live happily and safely to old age.

moralizing

We must not joke with anyone, no matter how mutilated and ugly he may be: for through this we laugh at his creator ...

OBSOLETE LION

The old lion, who had previously been very fierce, once lay exhausted in his cave and awaited death. The other animals, who had hitherto been afraid of a single glance at him, did not regret him: for who sympathizes with the death of a disturber of the peace who left nothing safe? But on the contrary, they were even more glad that they would get rid of him.

Some of them, who were still disturbed by the insult inflicted by the lion, took it into their head to prove their former hatred to him, because they did not think (I don’t know why) that this would bring them pleasure. The cunning fox bothered him with caustic words, the wolf abused him in a terrible way, the bull gored him with his horns, the boar took revenge on him with his fangs, even the lazy donkey beat him with his hooves, considering this a great feat. Only one generous horse stood, not touching him, and despite the fact that the lion tore his mother to pieces.

“Would you like,” asked the donkey, “to beat the lion too?” The horse answered him: "I consider it vile to take revenge on an enemy who cannot do me any harm."

moralizing

1. It is necessary from a young age to get used to being meek, merciful and supportive; so we will make friends for ourselves, who will love us even in extreme old age and will regret us after death.

2. There is nothing more generous than to forget the insults inflicted on us.

About the positions of a person and a citizen (chapters from the book)

(Published according to the publication: On the positions of a person and a citizen. SPb., 1783. First published in 1782 at the direction of Catherine II. It was believed that the author of the book was F. I. Yankovich, but there is no such indication in the protocols of the Commission.

“On the Positions of a Man and a Citizen” - an official manual (a book for reading), intended for public city schools, had the goal of instilling loyalty to the autocratic system in students from childhood. During the establishment of public schools, Catherine II pretended that she abstained from direct participation in their organization, in fact, she controlled the publication of educational books, since their authors in most cases were progressive-minded university professors.

The book consists of an introduction "On well-being in general" and 5 parts: 1. On the education of the soul; 2. About body care; 3. About public positions, to which we are appointed by God; 4. About housekeeping; 5. About sciences, arts, crafts and needlework. During the period from 1783 to 1817, the book was reprinted 11 times and only in 1819 was it replaced by another manual, even more conservative. The "Anthology" contains chapters that reflect the education of universal human qualities, such as "On the matrimonial union", "On the union of parents and children", etc.)

ABOUT WELL-BEING IN GENERAL

1. Every person wishes for himself 1) well-being, and 2) it’s not enough that others think of us that we are prosperous, but 3) everyone wants to be really prosperous and wishes this well-being not for a short time, but 4) forever and forever...

We should never desire that which is obscene to our rank, because it is impossible to obtain it either: a vain desire would torment only our heart; and we can, according to our state, be prosperous, although we are deprived of what others in higher degrees have.

5. People would not be tormented by so many vain desires if they knew that well-being is not contained in things outside of us. It does not consist in wealth, that is, in lands, many valuable clothes, magnificent ornaments, or in other things that are visible and we have around ourselves. Those who are rich can comfortably provide themselves with such things, but through this they are not yet prosperous, and this proves that prosperity does not consist in the possession of such things.

6. True well-being is in ourselves. When our soul is good, free from disordered desires, and our body healthy, then the person is prosperous; so, those people in the world are only directly prosperous who are satisfied with their state, for without contentment, a calm conscience, piety and prudence, the richest and noblest can just as little be directly prosperous as a person of the lowest state.

In order to acquire a good conscience, health and contentment, we must: a) solder our soul to virtue; b) take proper care of our body; c) to fulfill public positions to which we are appointed by God; d) know the rules of the economy.

PART I. ON THE FORMATION OF THE SOUL

Introduction

1. It is not only the body that we see that makes up a person. Something else dwells in this body, which we do not see. Whoever does not want to believe this, that same art teaches that he remembers many things that he has seen, heard, touched, tasted and smelled for a long time. But in the human body there is not a single member that would remember the past. The senses of the body feel the present, but not the past; as a person reminds himself of the past, therefore, there is in him something different from the body, which recognizes the former feelings; and this being, which knows other things in us, is called the soul.

2. The soul can remember the past, that is, it has a) memory. An attentive person can keep a lot in his memory, because he diligently listens to a lot: he completely remembers all the things and their circumstances, which he carefully saw or heard. Memory is the more strengthened, the more and longer a person uses attention; on the other hand, the frivolous and inattentive remember nothing or very little, because for the most part he notes half or incorrectly.

b) What the soul has impressed in memory, it further reflects on: one thought gives birth to another, and so the soul reasons and concludes; and when the soul can continue to think and reason about everything that it has put into its memory, then it is said: it has a mind, or reason. If someone correctly notices some thing and correctly recalls it to himself, he can also correctly reason about it. It can be easily seen that there is a great need for the soul to reason correctly. Almost all things in the world have something in them that can be either useful or harmful to us. Often evil seems very pleasant, and good often has something unpleasant in itself, and whoever does not quite solidify all this in his memory, but only imagines what seemed pleasant or unpleasant to him, forgets true evil or good, he thinks incorrectly. and, sometimes considering evil for good, and good for evil, he often inflicts unspeakable harm on himself.

c) Whatever we want, what we want and desire, and not getting it, we will soon undertake to do what we could get what we want. This action of the soul is called will. Desires and intentions are often so strong that a person spares neither his strength, nor his property, nor health, nor life, if only to get what he wants; and from this it is clear, as far as it is necessary to know, whether those things which we desire are really good, or harmful, or only seem to be good. He who thinks wrongly about things wills and does evil, while thinking of himself that he wills and does good. Memory, mind or reason, will, desires and intentions are called soul forces.

3. When these spiritual forces are not refined by frequent exercise, are not guided and are not corrected by good instruction, then the imaginations that a person makes for himself about things of light and well-being are often false and incorrect. Then he does not learn correctly to distinguish between good and evil and regards that as good, than he can calm the desires and inclinations of his heart. So, it is a great boon for a person when he is taught how to think correctly, and therefore how to act correctly.

CHAPTER IV. ABOUT POSITIONS TO YOURSELF

1. About order.

The order is called inclination and diligence, to arrange your affairs so decently, as their quality itself requires; to have all your belongings in a certain place and keep them there, so that in the right case you can quickly and unharmed find everything.

A person who puts his clothes, shoes, etc. in the evening on a certain and ordinary place, in the morning there will be no need to look for one here and another elsewhere; at the end of the game, everything must also be put back in its original place.

In a house in which there is no order, everything becomes confused; in such a way that it would be necessary to do in the morning, then at noon or in the evening it is fulfilled ...

2. About diligence.

He who always exercises in business, which he, according to his condition and according to the positions of his rank, must perform, he is called industrious.

Diligence is an inclination and effort to do what someone for himself and his own, according to the circumstances of his condition, honestly acquires the necessary content, while righteously preserving the acquired property. Labor and work serve not only to acquire what is necessary for life, but also to the necessary exercise of the mind and bodily strength, and therefore to the preservation of health.

And just as the first and the second contribute to the production of human perfection, then our duty is to work.

By work or labour, we mean all those exercises that we undertake either for our own sake or for the sake of others.

In the state there is nothing more useful and necessary than the industriousness and diligence of citizens; nothing is more harmful than laziness and idleness. Laziness deprives even health. Whoever slept for a long time does not go to work cheerfully; food and drink are never so pleasant, as in a strong movement. Loving labor is diligent; but he who hates him is lazy. Labor is our position and the hardest shield against vice. A lazy and idle person is a useless burden of the earth and a rotten member of society.

3. About contentment.

Contentment is the inclination and effort to be content with righteously acquired possessions.

A poor man who is content with what he has is much happier than a rich man who is always more desirous and never satisfied...

A contented person desires little for himself, and since he desires little, he often receives more than he hopes; and so often has a reason for unexpected joy.

4. About the economy.

Household is called inclination and diligence to dispose of one’s income in such a way that everything necessary is found in our house.

It is not enough in the economy to try to acquire an honest income, but one must also think about how to keep what has been acquired and not spend money on unnecessary things.

No matter how great the parental inheritance may be, it will soon be squandered when no one will keep it.

5. About thrift.

Thrift is called the inclination and effort to dispose of one's property or possessions in such a way that, behind all the necessary costs, one also leaves something, and postpones it for the sake of the future.

After all, we cannot know future adventures for us, through which we either lose our property, or cannot be able to acquire what we need, for the sake of our position we have to think about such adventures, and save something from the present estate ...

PART II. ABOUT BODY CARE CHAPTER

Chapter I. ABOUT HEALTH

1. We call the health of our body the state when our body is free from all shortcomings and diseases.

The health of the body dissolves our soul with joy and makes our dealings with sincere and reasonable friends cheerful, and the administration of ranks pleasant. Sickness, on the other hand, makes us sad, hinders our relationship with good friends, deprives us of opportunities to have fun and enjoy various creations of nature at different times of the year ... and, finally, plunges us and our household into poverty, disaster and death. So, it follows from this that we must observe the health of our body.

2. The human body is subject to many seizures, from which bodily deficiencies, weaknesses and diseases occur. With some of these people are born into the world, and therefore they are hereditary; others, on the contrary, happen to a person in life, and therefore they are accidental.

3. Accidental bodily deficiencies, weaknesses and illnesses to which we are subject, occur: a) in part from other people; b) part of ourselves; c) partly also from unforeseen accidents.

4. The causes of illnesses, which we receive from others, are the following: a) carelessness and negligence of mothers, midwives, wet nurses and nannies; b) pampering in education: when children are given free will in everything, indulging their desires and whims; but for their disobedience and stubbornness they are not punished, or they are punished, but not just right; c) an infection from others, when some kind of disease from others sticks to us; d) reckless treatment of diseases; for example: when a patient is given hot drinks to drink in a fever, which can easily cause him to become furious and fall into even the most extreme danger of life; e) frivolity when they frighten children with devils, brownies and other fables that terrify them; for from this also come various and dangerous seizures, such as births and epilepsy; f) bad examples and temptations at feasts or in unlawful places and gatherings.

5. The causes of diseases that originate from us are the following: a) excess in food and drink; b) the use of unripe vegetables and fruits, which are also unhealthy and heavy for the stomach; c) neglect from heat and cold; d) sitting or standing in a through wind, and especially when we get hot; e) dampness and stuffiness in dwellings; f) cruel passions, such as anger, sadness, grief, etc.; g) fornication and all carnal uncleanness, from which terrible, sticky and spreading diseases are born; h) careless use of any weapons and tools; i) negligence in climbing, wrestling, jumping, lifting weights, etc.; j) omission of suitable medicines; k) careless use of good medicines and blind use of superstitious methods.

6. Unforeseen accidents are also often the cause of serious illnesses, such as sudden fear, unexpected shame, a blow, a fall, contagious air, etc. In such cases, good spirits are needed.

PART III. ABOUT PUBLIC POSITIONS FOR WHICH WE ARE SENT FROM GOD

CHAPTER I. ON PUBLIC UNION IN GENERAL

1. Every person must love his own, that is, other people, and do them as much good as he can according to his circumstances, so that every person wants the same from others and for himself.

2. The state in which everything necessary for the needs and benefits of human life is easy to obtain, easy to own and enjoy, is called external well-being.

3. People without the help of others cannot provide themselves with all the needs and benefits of life for the sake of many obstacles; consequently, they cannot bring themselves into a state of external well-being, but they need the assistance of other people for that. This gave the reason that many people united in one society with the intention to help each other in their need and benefit.

4. From this it follows that we must love those who, to this external well-being, either really help us, or can help, that is, to them, as far as we can, do good and be useful, therefore, seek their well-being mutually. So, philanthropy is the foundation of society.

CHAPTER II. ABOUT MARITAL UNION

1. The first union is matrimonial. This union is the most ancient, because God himself established it even in Paradise: the intention and end of it is the continuation of the human race.

2. Only one husband and only one wife make up this union. These must love one another, be faithful to one another, and abide together until death do them part...

CHAPTER III. ABOUT THE UNION OF PARENTS AND CHILDREN

From the first marital union, when children are born, another begins, namely the union of parents and children.

1. Parents, in general, should take care of their children. While the children are small and not yet able to help themselves, parents must feed them, educate them and show them what they need to do; so that the children themselves do not yet understand what is good or really useful for them, and that without the care and guidance of their parents, for the sake of their infirmity, to gain and for the sake of weakness of the bodily and mental strength of their own, would be subject to lack and much harm. This care of parents about their children should be in their upbringing; and education consists in instructing children in every good thing, in everything that is necessary according to their circumstances, and especially in the law of God, either by oneself or through others, to teach good examples, to turn away evil that is born in them, and when exhortations do not benefit, it is inadvisable punish them, but without harming them, so as not to make them irritated and bitter by immeasurable severity. It is also incumbent on parents to try to collect and leave some property for their children; the negligence of parents about everything mentioned here is a serious crime of their positions.

2. But children also have a very great obligation to their parents: since they received their life from them, then they should be very grateful to them. They are obliged to honor their parents not only in words, but in heart and deed, and for this they receive God's blessing for themselves; they must obey, and show their obedience most of all in order to accept the admonitions of their parents and follow their instructions. Children should not crush their parents, but try to please them, should not grieve them, neither irritate, nor offend, nor despise ...

(1741 ) Place of Birth

• Novi Sad, Serbia

Date of death (1814 ) A place of death

• St. Petersburg, Russian empire

Citizenship Austrian Empire, Russian Empire Occupation teacher, organizer of the education system

Biography

Origin

Serb by origin. Born in 1741 in the town of Kamenice-Sremskaya (Serbian), near Petrovaradin.

Yankovich was the director of the main public school and the teacher's seminary under it until May 17, 1785, when, due to numerous responsibilities for the preparation and implementation of the education reform in Russia, he was released from the direct management of these educational institutions.

Empress Catherine II repeatedly honored Yankovic with her attention. In 1784 he was awarded the rank of collegiate councilor, and in 1793 - state councilor. In addition, he was awarded the Order of St. Vladimir - 4th class. (1784), and then the 3rd Art. (1786). In 1791, Catherine granted him a village in the Mogilev province and in the same year ranked him among the Russian nobility. In the reign of Emperor Paul I, he was awarded the rank of real state councilor and, in addition to the salary he received, he was given a pension of 2,000 rubles, and in 1802 he was granted rent in the Grodno province.

Education reform in Russia

According to the reform developed by Yankovic, public schools were to be divided into three categories: small schools (two grades), secondary schools (three grades) and main schools (four grades).

In schools of the first category, they were supposed to teach - in the first grade: reading and writing, knowledge of numbers, church and Roman numbers, an abbreviated catechism, sacred history and the original rules of Russian grammar. In the 2nd - after repeating the previous one - a lengthy catechism without evidence from scripture, reading the book "On the Positions of a Man and a Citizen", arithmetic of the 1st and 2nd parts, calligraphy and drawing.

In schools of the 2nd category, the first two classes of small schools were joined by a third class, in which, while repeating the previous one, they were supposed to teach a lengthy catechism with evidence from the Holy Scriptures, reading and explaining the gospel, Russian grammar with spelling exercises, general history and of general and Russian geography in an abbreviated form and calligraphy.

Schools of the 3rd category (main) were supposed to consist of 4 classes - the course of the first three is the same as in secondary schools; in the fourth grade, general and Russian geography, general history in more detail, Russian history, mathematical geography with tasks on a globe, Russian grammar with exercises in written exercises used in a hostel, such as: in letters, accounts, receipts etc., foundations of geometry, mechanics, physics, natural history and civil architecture, and drawing.

The preparation of the first teachers for public schools, who were familiar with the requirements of didactics and pedagogy, lay exclusively with Jankovic. In this matter, he was a complete master, he examined young people who wanted to devote themselves to the teaching profession, introduced them to teaching methods and, at the request of the commission, appointed them to one or another place, depending on the abilities of each.

In 1785, the commission instructed Jankovic to draw up a regulation for private boarding houses and schools, which was later included in the charter of public schools, approved on August 5, 1786. According to the regulation, all private boarding schools and schools were to be subordinated, along with public schools, to the orders of the Public Charity. Education in private schools, equated with the public, was to be distinguished by family friendliness, simplicity in lifestyle and be done in a religious spirit.

The moral means of action on the pupils were determined in the following words of the mandate:

Most of all, it is entrusted to landlords and teachers so that they try to instill in their pupils and students the rules of honesty and virtue, preceding them in this and that, and in words: why should they be with them inseparably and remove from their eyes everything that can be an occasion to the temptation ... to keep, however, in the fear of God, forcing them to go to church and pray, getting up and going to bed, before the beginning and end of the teaching, before the table and after the table. To try also to give them innocent pleasures, when there are convenient occasions for this, turning them into a reward and always giving advantages to the most diligent and well-behaved.

However, it is impossible not to notice that Yankovic's order had a very weak influence on the spirit of teaching and education in private boarding schools and schools. The reasons for this were, on the one hand, in the lack of educators who corresponded to the ideal presented in the order, and on the other hand, in the important circumstance that the requirements of the then society were far below this ideal and therefore made it possible for the existence of bad boarding schools, if only they taught in them French and dancing.

Yankovic's order for private boarding houses contained a bold for that time permission to raise male and female children together, and the landlords were charged with the obligation to have separate rooms for children of different sexes. This provision was abolished in 1804 . One of the shortcomings of the order was that it spoke only of private teachers in boarding schools and schools, but overlooked private teachers teaching in private homes. The method of their examination and their relationship to the school authorities remained uncertain. Such uncertainty naturally led to a weakening of supervision over home teaching and opened up a wide field for abuse, especially on the part of foreign teachers.

The teaching methodology according to Jankovic was to consist of cumulative instruction, cumulative reading, images through initial letters, tables and a survey.

Jankovic was a supporter of live teaching of subjects, as opposed to the scholastic and mechanistic teaching methods that were then prevailing. Subsequently, his methods were extended, in addition to public schools, to religious schools and military corps.

Tutorials and guides

Jankovic also took an active part in compiling textbooks and teaching aids for teachers.

He owns the following textbooks and manuals:

1. Alphabetical tables and for warehouses of church and civil printing (1782)
2. Primer (1782)
3. Abridged Catechism with and without Questions (1782)
4. Recipes and with them a guide for calligraphy (1782)
5. Rules for Students (1782)
6. A lengthy catechism with scriptural evidence (1783)
7. Sacred History (1783)
8. World History (1784)
9. Spectacle of the Universe (1787)
10. An abridged Russian history extracted from a detailed history composed by Stritter (1784)
11. Abbreviated Russian geography
12. General land survey.

Work at the Academy of the Russian

Almost immediately upon arrival in Russia, in 1783, Jankovic was elected to the first composition

Fedor Ivanovich Yankovich (de Mirievo)(1741-1814) - Serbian and Russian teacher, member Russian Academy(since 1783). He was a developer and an active participant in education reforms in the Austrian and Russian empires in the second half of the 18th century. It is considered one of the followers of Ya. A. Comenius.

Biography

Origin

Serb by origin. Born in 1741 in the town of Kamenice-Sremskaya, not far from Petrovaradin.

When the Turks captured Serbia, the Jankovic family, being one of the oldest noble families and owning the village of Mirievo near Belgrade, together with many noble Serbs moved to Hungary in 1459. Here the family became famous in numerous wars with the Turks, for which Emperor Leopold I granted her certain privileges.

In Austria

Educated at the University of Vienna, where he listened to jurisprudence, cameral subjects and sciences related to internal state improvement.

After graduating from the university, he entered the service of a secretary to the Temesvar Orthodox Bishop Vikenty Ioannovich Vidak, who later became the Metropolitan of Karlovac. In this position, he adhered to pro-Austrian views, advocated cooperation with the Catholic Church.

In 1773, he was appointed the first teacher and director of public schools in the Temeswar Banat, taking part in this position in the implementation of the education reform undertaken by Empress Maria Theresa. The purpose of the reform was to introduce a new system of education in Austria, following the example already introduced in Prussia, developed by the abbot of the Sagansky monastery Felbiger. The advantage of the new system, introduced in 1774, was to build a coherent system of elementary and higher public schools, thorough training of teachers, rational teaching methods and the establishment of a special educational administration. It was Jankovic's duty as director of schools in a province inhabited by Orthodox Christians to adapt the new educational system to local conditions.

In 1774, Empress Maria Theresa granted Yankovic the noble dignity of the Austrian Empire, with the addition of the name de Mirievo to his surname, after the name of the village that belonged to his ancestors in Serbia. The charter said: “We favorably noticed, saw and recognized his good morals, virtue, reason and talents, which we were informed about with praise.”

In 1776, he visited Vienna and got acquainted in detail with the teachers' seminary there, after which he translated into Serbian the German manuals introduced into the new schools, and compiled a manual for the teachers of his province under the title: "A manual book needed by the masters of the Illyrian non-Uniate small schools."

In Russia

During a meeting in 1780 in Mogilev with Catherine II, the Austrian Emperor Joseph II told her about the educational reform carried out in Austria, gave her Austrian school textbooks and described Empress Jankovich as:

In 1782 Yankovic moved to Russia. On September 7, 1782, a decree was issued on the establishment of a commission of public schools, headed by Peter Zavadovsky. Academician Franz Epinus and Privy Councilor P. I. Pastukhov were appointed members of the commission. Yankovic was brought in as an expert employee, which did not fully correspond to his leadership role, since he was entrusted with the entire burden of the work ahead: it was he who drew up the general plan for the new educational system, organized the teacher's seminary, and translated and revised educational manuals. He had to prepare materials on various issues and submit them for discussion to the commission, which almost always approved them without changes. Only in 1797 Jankovic was introduced to the commission.

On December 13, 1783, a teacher's seminary was opened in St. Petersburg, Yankovich took charge of it as director of public schools in the St. Petersburg province. At the Jankovic Open Seminary Special attention devoted to organizing the educational and educational parts, supplying the seminary with all the necessary teaching aids. In the study of natural history, he organized a collection of the main breeds from the animal kingdom and the fossil kingdom and a herbarium. The necessary models and tools were purchased for the class of mathematics and physics, and various drawings and machines were ordered from Vienna for mechanics and civil architecture. At the insistence of Yankovic, corporal punishment was banned in the seminary and in the main public school.