СТАНОВЛЕННЯ ТА РОЗВИТОК СИСТЕМИ РІЗНИХ ТИПІВ НАВЧАЛЬНИХ ЗАКЛАДІВ ДЛЯ НАЦІОНАЛЬНИХ МЕНШИН НА ЄЛИСАВЕТГРАДЩИНІ У ДРУГІЙ ПОЛОВИНІ ХІХ – НА ПОЧАТКУ ХХ СТОЛІТТЯ

Abstract

The article examines the history of the establishment and development of various educational institutions’ types for national minorities in the Yelisavetgrad region in the second half of the 19th and early 20th centuries. The problem is related to the fact that within the studied historical period, both Yelisavetgrad regional society in general and its individual ethnic communities set requirements for education, children’s upbringing, youth and adults adequate to their own mental and national characteristics. It was found that the process of education formation and development for national minorities in the region in the specified period was accompanied by significant difficulties, both organizational and material-technical, but its implementation gave remarkable results through the creation of various folk school types for ethnic groups mainly on private initiative. Such formation and functioning of various non-state education forms were a peculiar means not only for preserving one's own tradition, but also for national self-identification. The generalization of this experience and its theoretical analysis, in turn, ensures compliance with the conditions of the integrated implementation of educational and basic functions, which arose from the circumstances and needs of the specific ethnic society life and from the demands of the social-cultural life of the Yelisavetgrad region. It was established that in the outlined period, an extensive system of schools for national minorities functioned in the Yelisavetgrad region. It was found that the Jewish population of the Yelisavetgrad region was one of the most active in the educational sphere, whose activity was manifested in the creation of various educational institutions’ types, the curricula of which were quite broad and provided comprehensive thorough training. Pedagogical councils functioned in individual institutions to comprehensively discuss issues of the educational process. Progressive was the fact that the Pedagogical Council, in addition to teachers, included two representatives of the Board of Trustees, who had the right to make proposals for discussion of issues at the Pedagogical Council meeting. We think that more research is needed to find out how public figures and teachers helped national minorities to develop education in the Yelisavetgrad region.