PECULIARITIES OF ORGANIZATION OF RURAL SCHOOL EDUCATION IN THE SECOND HALF OF XIX – EARLY XX CENTURY: ON MATERIALS OF THE HISTORICAL PATH OF THE EDUCATIONAL AFFAIRS OF ISCRENE VILLAGE, CHERKASY REGION

Abstract

The article, which is based on the extensive archival and documentary material, historical and pedagogical literature, describes the period of formation and socio-cultural impact of reform movements in the development of educational activities in the context of the life cycle of a typical rural school. The objectives of the study are to: introduce the circulation of previously unknown archival materials relating to local rural schooling in the context of national educational initiatives; study the individual fragments from the history of the school for generalizations and conclusions, further study and systematization of a comprehensive study on the history of educational work in Cherkasy region.The article reveals a retrospective of the educational and historical process of Iskrene village (Cherkasy region), which dates back to the emergence of school in the XIX century. The stage of formation of the educational movement was considered in detail, which envisaged the family-level of transfer of knowledge, beliefs and experience to future generations. Positive changes in schooling that occurred after the abolition of serfdom in 1861 are highlighted. The church-parish (three-year) one-year school of that period was taught in Russian and Church Slavonic. Subjects such as the Law of God, church singing, reading, writing, arithmetic were studied. The fall of the Russian Empire, profound socioeconomic shifts and the associated wave of national liberation struggles are shaping their line in the field of education. Ukrainian schools are introduced in educational establishments, teachers take courses in Ukrainian studies. Against the background of intense political struggles for power, in continuous hostilities, the rural school of this period tends to negative financial conditions with low or unstable pay for teachers.But, from a strategic perspective, during this period the school was separated from the church, and the basic principles of state policy in the field of public education were preserved for many years.