LOCAL STUDIES AT SCHOOL.

Local lore at school is the study by students of nature, economics, history and culture of their area - school, microdistrict, city, village, district, region. K. includes: the acquisition by students of knowledge about the region from a teacher's story or from a textbook; independent acquisition of knowledge ("rediscovery" of known facts and phenomena of the surrounding life); study native land in the process of research, representing the cognitive and scientificinterest ... All these types of K. are in close organic. unity and are implemented in the process of lesson, extracurricular and extracurricular activities. work.

K. is an important means of shaping the culture of students. Along with education. tasks K. also solves problems of a socially useful nature.

The need for widespread use of local material in the process of teaching and upbringing was written in the 17th century. Ya.A. Komensky, in the 18-19th centuries. - J. J. Rousseau, G. Pestalozzi, A. Disterweg and other teachers. The first statements about the importance of the connection between education and the life of the native land in Rus. ped. literature appeared in the 2nd half. 18th century In 1761, MV Lomonosov wrote about the attraction of "small, and especially peasant children" to the search for "unknown ores, expensive metals and stones." Attempts were made to justify ped. the value of familiarizing students with their closest "homeland" - the land (NI Novikov, FI Yankovich de Mirievo, VF Zuev). These ideas are reflected in the Charter of the People. uch-uch (compiled under the leadership of Yankovich, 1786) and the Charter of the People. school 1804.

In 1862 N. X. Wessel proposed to introduce special education at the school. uch. the subject of "homeland studies", in the content of which he included elements of local geography, natural science and history and saw in it the basis for further education. KD Ushinsky, calling such a subject "Fatherland Studies" (1863), associated with it not only the origin. acquaintance with the elements of geography, history and natural science, but also the study of the native language, the development of the speech of children; advocated the widespread use of local material in teaching. In the study of his native land, Ushinsky saw one of the means of patriotic education of schoolchildren. The authors of the first method in Russia. recommendations for Homeland Studies were Wessel ("Local Element in Learning", "Teacher", 1862, no. 17-19) and Ushinsky, who included the method. recommendations on the use of local material in the “Native Word. A book for students ”(1864). The first Russian was published in 1862.textbook geography with elements of local history (PN Belokha, "Textbook of General Geography"), in its 3rd ed. (1867) contained a "Program for the Study of Residence or Homeland." The idea of ​​creating a school. textbooks for local lore. later supported by LN Tolstoy. In the 60s and 70s. Methodists-geographers D. D. Semyonov, I. N. Belov, M. V. Ovchinnikov, biologist A. Ya. Gerd, as well as E. Yu. Petri, A. F. Sokolov, V. P Vakhterov, DN Kaigorodov, BE Raikov, and others. In 1896, EA Zvyagintsev put forward the principle of "localization" of the study based on the study of his native land. process at all its stages, understanding by "localization" the general method of ped. work with children, the principle of selection of educational material, which gives the teacher the opportunity to create conditions for students favorable for observation and research.

The term "K." in ped. The literature first appeared in the work of the historian-methodologist V. Ya. Ulanov ("Experience in the methodology of history in the elementary school", 1914) and in the speech of the teacher IN Mankov at one of the teachers' congresses (1914). Under K. was understood the study by schoolchildren of the county and the province ("the second concentration of the region"), more importantrole was assigned to "homeland studies", which should have been based on direct observations of students. A similar division into "homeland studies" and K. is characteristic of the Russian. ped. thoughts early. 20th century and the first years of the owls. schools (Zvyagintsev, S. A. Arzhanov, V. E. Gluzdovsky, etc.). All R. 20s the term "K." established in the Sov. ped. literature, including the semantic meaning of "homeland studies".

Theory and practice of K. in the Sov. schools developed in accordance with the provisions of the Declaration on a single labor polytechnic. school (1918). Immediate observation and self. research, excursions,collecting and the organization of the school. museums and corners,circle work were promoted as important teaching methods and organizers. forms of work. Ped. basics of owls. K. were developed in the works of N. K. Krupskaya, M. H. Pokrovsky, P. P. Blonsky, S. T. Shatsky, A. P. Pinkevich. A notable contribution to the development and promotion of K. and local lore. the principle was introduced by H. H. Baransky, A. S. Barkov, B. V. Vsesvyatsky, B. E. Raikov, K. F. Stroyev and other teachers and methodologists.

The flourishing of local history. work falls on the 1st decade of the Sov. authorities and is associated with activities to save archives, protect cultural monuments. In different cities were createdmuseums , ethnographer. about-va, to-rykh by 1929 there were approx. 2 thousand. Magazines were published. "Regional Studies" and "Izvestia Center. Bureau of Regional Studies ", to-rye edited by academicians N. Ya. Marr and S. F. Oldenburg.

As a general pedagogue. and didactic. principle K. oriented teachers to a systematic. rational use of local material in teaching and education. process in the classroom and after school hours. At the Center. local history bureaus (the pulp and paper mill; created in 1922 at the Academy of Sciences of the USSR), as well as at the provincial and district bureaus of Kazakhstan, special. school ethnographer. commission for the development of issues of organization and methodology of local lore. work at school. In the decisions of the 2nd All. conference on K. (1924) it was noted that one of the main should be "the socially applied direction of school and regional studies. work, when the study of issues turns into the work that the children can do to raise, produces the forces of the local region "(" On the way to new school", 1925, No. 2, p. 205).

Features of the school. K. - a course for a comprehensive study of the region, it produces, forces, societies. life, historical past, connection with scientific. K., the need for active participation of schoolchildren in socially useful work - took shape in polemics. I had to overcome: “rodi novedch. romanticism "- excessive passion for the past; "Descriptiveness" K. - fixing the facts and phenomena of local life without establishing causal links; "Ethnographer. autonomism "- attraction of local element in excessive doses; excessive enthusiasm for the "economic" direction in Kazakhstan, during which work in the field of history and ethnography was given secondary importance. The "verbal-book" K. also suffered from one-sidedness, whenteacher , not having sufficient local history. preparation, brought local lore. work to transfer to students ready-made knowledge taken from books, textbooks, newspapers.

After 1932, elements of capitalism were introduced into school curricula in geography, social studies, literature, history, and languages.

Democr. amateur studies of local lore. about-in, edges created the possibility of non-stereotypical, unequal life in different cities and regions, did not fit into the beginning bureaucratic. regulation of societies. life. By 1929, work on the protection of monuments had actually ceased, and local history studies were closed. museums. In 1930, the department for the protection of monuments at the People's Commissariat for Education (created in May 1918) was abolished, in charge of which were all local historians. museums. The Plenum of the PPM (1931) adopted a resolution to withdraw all the literature on K. East published by that time. K. was replaced by production: the study of the countryside and cities was transformed into the study of collective farms, factories and plants. The plans of local historians fit into the plans of the five-year plans. All R. 30s all ethnographer. org-tions were liquidated.

During the years of Vel. Otech. war ethnographer. work at the school intensified. The students searched for Doc. material about the heroism of their fellow countrymen at the front and behind enemy lines, search groups, circles of young local lore trackers were created, a movement of red trackers arose. In the most difficult military conditions. Since then, work has been launched to identify and collect material and written sources about the participation of the population of the region in the struggle against the invaders.

In the 50s. great role in improving the quality of local lore. the works were played by a museum and local lore scholar. councils, created at regional museums, to-rye coordinated decomp. directions of study of the native land, provided a scientific method. help nar., school. museums and ethnographers. circles.

Introduction to the 60s. new accounts programs in history, geography, and other subjects, in which the elements of K. were significantly strengthened, stimulated the further development of all its types, electives on the history of the region were introduced.

In the beginning. At school, students observe nature and life, listen to the teacher's stories, read books about their native land and its people. They gain knowledge about their native land in the classroom, during excursions (to nature, to the nearest enterprises, to museums, etc.), at matinees and gatherings. In accordance with the program of the course in natural history, students acquire the first skills of reading maps and drawing up a plan of the area, while they receive the initial. information about the landscape, climate, natural zones, etc .; agricultural skills labor,knowledge for the protection of nature. On Wednesday. school K. promotes the mastery of students of the basics of science. In ped. lit-re developed a question. about the local history approach in teaching geography. The school's experience shows that in geography, dealing with natural and economic complexes. phenomena and spaces requiring development. representations, ethnographer. the approach ensures their reality. The concept of the edge is gradually expanding to adm. district, region, econom. district and ends with the study (in grades 7-8) special. software themes by nature and economical-geogr. characteristics of the republic, territory, region. Means. place is given to the study of natural resources, the problems of their rational and careful use, ter. organization x-va. The specificity of the manifestation of general economic-geogr. patterns in this area. For the purpose of vocational guidance of students, the issue is considered in detail. about labor resources, professions, local industries, etc.

Local historian. material is involved in the study of edema. regional theography. In the republics, territories, regions, as supplements, material for textbooks of geography, history and other academic subjects are published by local history scholars. benefits. In the course of econ. geography zarub. countries, the region's connections with other states are revealed. In geogr. The topics raised the issues of environmental protection and improvement.

Local historian. the material is used in the study of biol. cycle (5-11th grade) (see Biology). Experienced. work on the head. site, in a greenhouse, the performance of summer tasks by schoolchildren, including the conduct, description and registration of the results of observations in nature for the life of plants and animals, growing plants, contribute to the assimilation of students' knowledge about the local flora and fauna, about biol. features, econom. and the cultural significance of typical representatives of the nature of their region. In pl. schools and external institutions work circles of young naturalists, friends of nature, field breeders, livestock breeders, foresters. At times l. districts of the country have been created. forestry.

The use of local history. approach to teaching chemistry gives students the opportunity to learn about local minerals, get acquainted with the processing of local raw materials, gain knowledge about the use of chemistry in the village. x-ve of a given area, etc.

The history program provides for specials. lessons or systematic. inclusion of local history. material in the content of the course in order to reveal the originality of the development of the region, the republic and its unity with the fate of the country.

When studying social scientists. disciplines, history of native literature, etc. one of the methods of transmission of historical-local lore. knowledge is the teacher's story (with elements of conversation), accompanied by reading excerpts from decomp. documents, artist. works, showing photographs, drawings, etc. Excursions to memorable places of the region, to local history studies have become widespread. museums, "correspondence excursions"; hikes and expeditions according to ist. places associated with the life and work of wonderful fellow countrymen. In Art. classes K. can approach the scientific-ist. research: work with archival and museum materials, including state funds. and shk. museums, etc .; participation in expeditions, archeol. excavations, preparation of messages and abstracts for lessons, seminar-type classes, pupils. conferences, etc. In many. schools work circles of young historians, pathfinders, expedition. detachments. The result of the work is often the creation of an historical study of local lore. corners, rooms, museums. Development ist. and other directions of school. K. are promoted by tourism and local lore. relay races, historical-region-vedch. expeditions and other forms of extracurricular work.

Local material is used when composing stories, preparing essays. Students get acquainted with the work of fellow countrymen, collect samples of folklore. In pl. schools work literary-local lore. mugs.

In music lessons and depicts, arts, in extra. circle work students get acquainted with the best examples of bunks. arts and folklore, master the skills of the artist. creativity.

Explore. the work of schoolchildren is often associated with the performance of socially useful labor by students: meteorological, phenological. and hydrological observation; maintenance of monuments of history and culture, participation in activities for the protection of nature ("green" and "blue" patrols, making nests, feeding birds, etc.). Active participation in the organization of local lore. works are accepted externally. institutions, including children's excursion and tourist and other stations.

One of the main. conditions for the successful organization and development of the school. K. - ethnographer. training of teachers. Sci. development of questions of theory and methodology school. K., study and propaganda are taught. experience are carried out by the Research Institute of RAO, departments of ped. in-tov and high-fur boots, sections and bureau K. and environmental protection rep. ped. ob- and their local branches.

Students and teachers receive information about their native land, important events in its life in the local history department. manuals for schools, popular science literature, works of art. lit-ry, from newspaper and magazine periodicals, local television and radio broadcasts, to-rye often talk about local historians. the search for schoolchildren, their discoveries and findings.

Lit .: Blonsky N.P., Labor school, Izbr. ped. and psychol. cit., t. 1, M., 1979; III and c to and and S. T., Study of life and participation in it, in his book: Ped. cit., t. 2, M., 1964; his e, On the question of the pedagogy of the countryside, ibid., vol. 3, M., 1964; Gluzdovsky V.E., Homeland Studies and Teacher, Chita - Vladivostok, 1923; Zvyagintsev E. A. Homeland studies and localization at school, M. - P., 1924; Stroyev K.F., Local history, M .; Ivanov P.V., Ped. basics school local history, Petrozavodsk, 1966; Local historian. work at the beginning. classes, M., 1977; Polovin-k and A.A., Local history in the school. chronicles, Vladivostok, 1926; Local history and local history. approach to teaching geography, ed. I. S. Matrusova, M., 1963; Baranskiy N.N., About school. study of local lore, in the book: Methods of teaching economics. geography, M., 1960; Safiul and A. 3., Geogr.local history in general education. school, M., 1979; The use of local history. material in the process of teaching biology, L., 1975; Excl. work on history. Local history, M., 1975; Methodology ist.-regional studies. work at school, ed. N. S. Borisova, M., 1982; M and l about-n about in N, A., Lit. local history, M., 1985; Shk. museums, ed. V. N. Stoletov, M. P. Kashina, M., 1977; Seinensky A.E., Local history in the Sov. pedagogy (1917 - 1932), SP, 1968, M 7; his, Development of ideas of native studies (study of local lore) in Fatherland. pedagogy (until 1917), in the book: New research in ped. sciences, in. 13. Mi969; Mamontov A.V., Shcherba H.H., Regional Studies. bibliography, M., 1978; Handbook of the traveler and local historian, ed. S. V. Obrucheva, t. 1-2, M., 1949-50; Pospelov E.M., Shk. toponymic dictionary, M., 1988.

Students from different regions of Russia will have different specific knowledge about their region, but they should be included (to a certain extent) in the compulsory basic knowledge on the history of the Fatherland, in some cases - on the history of the near and far abroad. This meets the requirements of the state standard for school history education. The history of the region (“small homeland”) is viewed as part of the history of Russia, the republics that are part of the Russian Federation, a larger region, and world history.

An important condition for the development of local history, primarily historical, is modern socio-political changes, when the Russian statehood is strengthened, the role of the "province" grows, when the interest of Russians and young people in their historical past, folk customs and traditions, problems of regional development and the revival of their identity.

New works on history are of great importance for the improvement of historical local history and, in general, history education at school. Research by historians has provided significant assistance in overcoming old approaches to the content of curricula, history textbooks, including the history of the native land, contributed to the application in practice of a multifactorial approach to history and its teaching.

The contribution of methodologists and historians is also significant. Federal and regional curricula for schools have been developed, providing for the implementation of the national-regional component and the use of local history materials. Curricula have been drawn up with local history content, including advanced and optional courses on the history of the region, local ethnic groups, their culture, integrated local history courses, etc. Local history textbooks and methodological guidelines have been published in almost all constituent entities of the Russian Federation. Readers, workbooks, maps, manuals on electronic media are being created. In a number of regions, new books have appeared on the history, economics and culture of individual regions. These local history publications are successfully used in work with schoolchildren. Local history materials are systematically published in the media. In creatively working school collectives, questions of the content and organization of local history are investigated. More attention was paid to local history training and retraining of teachers.

When preparing for local history work at school, it should be borne in mind that local history is not only an effective way of solving educational and educational problems, but also the opportunity for each teacher to join together with students in research work. It is hardly possible to find another branch of historical knowledge that would allow a student and a young teacher to get involved so quickly in scientific work.

Local lore, like other scientific activities, requires substantial preparation and fulfillment of certain requirements. Some schools limit themselves to learning exactly what is already well known from newspapers, radio and television. Such work can hardly be considered a local history search, or even more so, scientific, although it is, of course, the most burdensome.

The first basic requirement for student research in historical local history is a search, scientific character. It is necessary to organize work with students so that they solve not an educational problem, but a real scientific problem. Regional knowledge presents such possibilities quite widely.

Haste is also unacceptable in the method of organizing local history work. For example, the teachers of one of the schools demanded that all students present an ancient find, promising a good or excellent mark in history (depending on the antiquity of the find). The goal was noble - to create a study of local history in the school. However, the requirement of "ancient values" for a grade in a subject was methodologically incorrect; it could push people to acquire such things in a not entirely legal manner. The "initiative" of the teachers was canceled by the director in time. It is possible and necessary to collect ancient objects and manuscripts, but it must be done not forcibly, but gradually and purely on a legal basis, without turning it into a mandatory "event" for obtaining a particular mark.

The next requirement is that the scientific research of schoolchildren should be based on a voluntary basis, any use of "volitional" techniques can only bring harm. Schools should work on the protection and research of historical and cultural monuments, not as an end in itself, but as a means of education.

When organizing local history work, a teacher must proceed from the specifics of his region. When preparing to work on local history at school, certain practical skills are also required. Not every history teacher is prepared theoretically and practically for the organization of real search, research work, not everyone has the knowledge of organizing museums. In this case, it is worthwhile to limit ourselves to work on the protection of historical and cultural monuments that are available in any corner of our vast Motherland. There is enough work to identify and protect them for all students.

We should not forget about the need to develop skills in practical work with war and labor veterans. Nowadays, museums of military and labor glory are being created in many schools, mostly specialized, dedicated to some kind of troops or some specific topic. When creating such museums, students should not forget about specific war and labor veterans of their microdistrict who need help. Students, providing it, are brought up in a non-traditional sphere, which can be especially effective.

When it comes to local history at school, one should distinguish between the levels of cognitive local history work of students. Conventionally, we can talk about three levels.

At the first level, students receive "ready-made" knowledge about the region from the words of the teacher, from teaching aids and media reports.

At the second level, this is an independent acquisition of knowledge, which provides conditions for more active cognitive work of students (when they make discoveries for themselves in the process of research, that is, they actually “rediscover” already known facts and events of the past, phenomena and patterns of life around them). Sources of such knowledge can be, in addition to textbooks, popular science literature, publications in local and central periodicals, materials of school and state museums, Internet resources.

At the third level, schoolchildren study the history of their native land in the course of an in-depth research search, representing scientific interest... In this case, the students actually act as young research scientists. Usually they are members of local history circles and student scientific societies, students of electives.

The first of these levels is the main one, sometimes the only one in the primary grades. The basic school is characterized by the first and second levels. In the senior grades of the 9-year school and in secondary school (especially after school hours), the share of local history work, characteristic of the third level, is increasing. As a rule, it is attended by schoolchildren who are especially keen on history, deeply interested in their native land. The latter make up one of the largest detachments of the all-Russian local history movement. Unfortunately, in a number of schools teachers limit themselves to only the first level of local history work, and as a result, a kind of "verbal and book" local history is formed. In such schools, information on the history of the region, collected by young pathfinders, the documents they found are little or not at all used in the lesson in the process of studying the program material on history.

The "field" of local history has expanded significantly over the past decade. Various aspects of the life of the region are studied in their unity. One of the key areas of research and training is the study of specific human destinies, especially close people - family members, fellow countrymen, the study of everyday life - everyday life with its living details. Archival documents, including former closed funds, materials from "special depositories" of museums and libraries, began to be used more widely. Local historians have the opportunity to listen and record the memories and stories of those who had been forced to keep silent for many years. Historical local history / ed. G.N. Manyushin. - M., -1975.

Today, thanks to local history, the student has the opportunity to better understand the provisions: history is the history of people; a person's roots are in the history and traditions of his family, his people, in the past of his native land and country.

Local history contributes to the solution of problems of social adaptation of pupils of the school, the formation of their readiness to live and work in their native village, district, region, to participate in their development, socio-economic and cultural renewal. This is one of the urgent social and pedagogical tasks of our time.

School local history is one of the forms of historical local history.

School local history- This is a comprehensive study by students of the surrounding area in accordance with the educational and educational tasks facing the school.

School local history- This is a comprehensive study by students under the guidance of a teacher of the natural, socio - economic and historical conditions of their native land.

Target: Expand students 'knowledge of local history, illuminate the history of Belarus, acquaint them with the monuments of history and culture of the region, instill a sense of responsibility and care for their fate, make students' knowledge stronger and deeper through local historical material.

Tasks: Expand and deepen the knowledge of students complementing the school curriculum in history, biology, geography, literature, life safety, physical education; to form knowledge, skills, skills in local history work; to promote the harmonious development of the student's personality; improve spiritual and physical needs; to form life independence and business qualities; formation of a humane attitude towards the environment; education of patriotism, love for the native land; create conditions for social adaptation and professional self-determination.

Organizational forms: Urgent and extracurricular

both types of work include the following components: teaching, educating, developing, effective.

Overtime-tied with excursions, hikes, expeditions that allow you to implement aspects of moral education, purposeful involvement of schoolchildren in various areas of research and scientific work with healthy recreation of students.

The main task of the excursion and tourist work of the teacher with schoolchildren is to study their native land. This form of extracurricular work allows students to visualize much of what they have learned from textbooks, the teacher's stories in the lesson, or what they have yet to learn from the school course. This form of work allows you to combine theoretical knowledge of history with the practice of personal participation of schoolchildren in educational and scientific historical research.

Curriculum: forms-lesson, excursion, additional lessons.

Extracurricular activities: forms-circle, association, excursion, hike, expedition, evenings, conferences, olympiads.

May show interest in history, biology, geography, literature, physical education;

Example! In the ITUC there are a scientific society of students, a historical circle "Pamyats" (headed by Bychko), a museum of the history of the creation of the ITUC. The forms of organizing extracurricular work are also varied - these are excursions, evenings, olympiads, competitions, quizzes, conferences, etc. Such events contribute to the rallying of students, help the teacher to get closer and make friends with children, teach and convey to students the necessary skills, knowledge, skills in the most accessible form, to acquire a lot of new positive emotions and impressions.

Section III. Local history at school

Preparing a teacher for local history work. When preparing for local history work at school, it should be borne in mind that local history is not only an effective way of solving educational problems, but also the opportunity for each teacher to join together with students in research work. It is hardly possible to find another branch of historical knowledge that would allow a student and a young teacher to get involved so quickly in scientific work.

“Local lore is a matter whose significance cannot be exaggerated,” wrote M. Gorky. - We must know our earth all to the last atom ... All this must be known in order to understand and feel: the earth is ours not only as what we, people, live on, but also as what we are made of ... Local history is a big deal ... this work not only shows us the way to enrich the country, but, like any reasonable work, gives moral satisfaction, contributing to rapid growth feelings of our human dignity, instills in us faith in the creative powers of our mind. " Local history, like other scientific activities, requires substantial training. This training is most effective in the process of research work of the pedagogical institute. Upon arrival at the university, students should immediately be involved in scientific work on historical local history. However, it is necessary to ensure that such work is truly scientific and useful. "A Russian child," wrote LN Tolstoy, "cannot and does not want to believe (he has too much respect for the teacher and for himself) to be seriously asked whether the ceiling is below or above, or how many legs he has." Meanwhile, in some schools and universities, they limit themselves to studying exactly what is already well known from newspapers, radio and television. This kind of work can hardly be considered a local history search, or even more so scientific, although it is, of course, the most burdensome.

The first basic requirement for student and student research in historical local history is a search, scientific character. It is necessary to organize work with students so that they solve not an educational problem, but a real scientific problem. Local history presents such opportunities quite widely.

IN last years in many universities there is a lot of research work on the historical study of local lore. However, they are often carried away by one type of local history. At the same time, there is no complexity in the work of students. The organization of the protection of architectural monuments, onomastics, written sources, etc. is especially often overlooked. Whole laboratories are being created at pedagogical institutes, and their scientific guidance is not provided at the proper level due to the fact that many teachers themselves have not yet received proper training. Employees of pedagogical universities strive to solve scientific problems on their own.

For example, many institutes have launched a great deal of work in archeology. They conduct expeditions far beyond the borders of their region, publish books on archeology. However, when studying these books, it is clear that they do not always correspond in content and design to the high requirements for scientific literature. Instead of educating students by example best works, the aspiration "somehow, but sooner" is brought up. This does not contribute to the birth of specialists, but rather instills the spirit of conjuncture, haste, haste.

Haste is also unacceptable in teaching methods. For example, the teachers of one of the institutes demanded that all students submit an ancient find in order to pass the test in local history. The goal was noble - to create a study of local lore at the Pedagogical Institute. However, the requirement of “ancient values” instead of offset was methodologically incorrect, it could push people to acquire such things in a not entirely legal manner. The "initiative" of the teachers was canceled in time by the administration. It is possible and necessary to collect ancient objects and manuscripts, but this should not be done by force, but gradually and strictly on a legal basis, without turning it into a mandatory "event" for passing exams and tests.

Scientific research of students (as well as schoolchildren) should be based on voluntary principles, any use of "volitional" methods can only bring harm. Institutes should work on the protection and research of historical and cultural monuments, not as an end in itself, but as a means for educating students, training teachers who can organize work on historical local history in those places where they will be sent to work after graduation. The main task in studying the course is to educate the organizer of work on the protection and study of historical and cultural monuments, a teacher who is able to identify various monuments of history and culture in the field, who is able to describe them in the first place and organize children for the protection and study of such monuments.

Specialization of work with students in historical local lore is inevitable. However, first of all, it is necessary to prepare a teacher who is able to organize the whole range of works for the protection of all historical monuments. Since it is known for which region the personnel are mainly trained, the teacher must proceed precisely from the specifics of this region. For the outlying regions, great emphasis should be placed on ethnography, for the republics with rich architectural antiquities (for example, the Baltic states), the main attention should be paid to them, in the regions of the North - on organizing the collection and protection of written sources and monuments of folklore, etc.

When preparing to work on local history at school, certain practical skills are also required. The institutes carry out the corresponding archaeological or museum practice within the allocated hours. It is also necessary to use the opportunities presented by social work. For example, the Tobolsk Pedagogical Institute organized (within the framework of the Faculty of Public Professions) courses for local history guides with the specialization "lecturer - art critic" and "organizer of local history work at school."

It is necessary to make wider use of the possibilities of student construction teams, which, in addition to work in the national economy, could provide assistance in the restoration of historical and cultural monuments on the ground. The organizers of such groups should be the committees of the Komsomol of universities. The experience of such work already exists. However, there are also quite a few problems, in particular, in ensuring the normal cooperation of such student teams with local restoration organizations.

IN recent times this form of participation of the masses in the preservation of historical and cultural monuments is increasingly spreading as free work on their restoration in their free time. This patriotic movement needs all-round propaganda and support. Students who regularly participate in such work should be encouraged in every possible way. Indeed, in addition to the purely practical results of this movement, it can play a tremendous educational role in the formation of the future teacher.

Practical work of students on restoration, in an archive or on a monument of architecture can give them the necessary skills to organize similar work with students. There are monuments of history and culture in every corner of our vast Motherland, and there is enough work to identify, protect and restore them for all students.

We should not forget about the need for students to develop skills in practical work with war and labor veterans. Now in many schools museums of military and labor glory are being created, mostly specialized, dedicated to some kind of troops or some specific topic. When creating such museums, students should not forget about specific war and labor veterans of their microdistrict who need help. Students, providing it, are brought up in a non-traditional sphere, which can be especially effective. Future teachers must prepare themselves for this work as well.

The main task of the practice in historical local lore is to prepare students for the independent work of the future teacher in educational work at school.

Due to the limited number of hours and the reduced volume of this manual, it is impossible to consider all the issues of local history methodology. This topic is described in detail in a special manual. If necessary, a young teacher can contact him and receive the necessary advice on the methodology. Here we will touch upon only some questions of the local history methodology.

§ 1. Local history in educational work

Local lore in history lessons. Lesson is the main form of education, and therefore it is important to correctly select and systematize local history material for lessons. It is equally important to establish the correct relationships and connections between local history and general history material taught in accordance with the history curriculum. The methods of using local history material in history lessons should be varied depending on the specifics of local history material in a particular region. The types of local history lessons can be different, one of them will use mainly archaeological materials, the other - ethnographic, the third - folklore, etc. Local history materials on Lenin's topics are of particular importance. It is necessary to make the most of the local monuments associated with the stay of V.I.Lenin in this or that region.

The forms of attracting local history material in history lessons can be different, ranging from the use of local history examples to revive the material, up to conducting special lessons completely based on local history materials. It is more expedient to carry out the latter either on the monuments of history and culture (for example, in the house-museum of V.I. Lenin), or in the local museum of local lore.

Lessons-excursions can be conducted on archeology, ethnography, art history, if there are certain museum materials.

The lesson-excursion, in contrast to the excursion, has all the attributes of the lesson - check homework, presentation of new material, consolidation of new knowledge, homework. It differs from the lesson at school in that the main source of information is not the teacher's story, but the genuine monuments of history and culture on display in the museum. The presentation of new material can be conducted in the museum by the museum's researchers or guides.

Field lessons of the museum staff at the school have also become practice. The research assistant brings certain exhibits, photographs, slides, copies of documents, numismatics collections, etc. to the school. Such lessons are available to city schools. If the necessary materials are available in the school museum, it is advisable to conduct lessons there. A student from among the activists can also present new data in such a lesson. Their reports are usually the result of long-term work on a specific topic.

Students are better at assimilating material by touch. Touch complements visual information. Therefore, you should enter copies, duplicates of which children can pick up.

"IN childhood play is the norm, and a child should always play, even when he is doing a serious matter ... his whole life must be saturated with this play. His whole life is a game, ”wrote A. S. Makarenko. Middle school students can imitate any process (making fire in a primitive way, sowing from a basket, swimming on a boat, etc.), repeating the actions of the teacher, who thus plays up the exhibit in question.

For example, the teacher says: “Here you have the armor and chain mail of a Russian soldier. Imagine that you are wearing this chain mail. What do you feel? Are you not afraid of arrows? " Depending on each fragment, the guide calls the tourists either hunters, then fishermen, or philosophers, giving them a certain role, inviting them to get used to it:

“Who would you be in Ancient Egypt? What would you do on your first day in this country? What would you take with you on your trip? What would you take to the 20th century? "

For the youngest schoolchildren, the excursion time, that is, the time for showing and telling about the exhibits, should not exceed 20-25 minutes, and the number of exhibits should not be more than 5-10, and for students in grades IV-V - 20 subjects. Stopping time at the showcase is no more than 1-1.5 minutes.

Drawings on the theme "What have I seen in the museum?"

The age characteristics of students in grades V-VII require maximum concretization and imagery of the educational material. During the lesson - excursions should not be limited to just viewing the exposition, it is imperative to organize a sketch of the most typical exhibits, setting the task for students to learn how to distinguish ancient objects from modern ones.

The study tour should be preceded by a preparatory conversation, in which students should be given assignments for independent work in the museum; they are reminded to bring notebooks for writing and sketching.

For independent work, students can be offered approximately the following tasks: 1) sketch 2-3 of the most important tools of primitive people from their point of view; 2) write down and memorize the main sites or settlements, fortified settlements or groups of mounds located on the territory of the region; 3) sketch the ornament of ancient vessels; 4) find in the museum and name at least three inventions of primitive man, which we still use, etc.

Such differentiated tasks force students to analyze the exhibits, choose the "main" ones, etc.

The excursion lesson has a great effect on the correct understanding of the story. Specifying and clarifying the ideas of students, such lessons arouse interest in local history and help the teacher in the future to select the necessary number of local history enthusiasts from a large number of applicants and organize extracurricular activities and circle work with them.

Optional. Extracurricular activities play an important role in enhancing local history work at school. It is most expedient to build electives in a specialized manner, depending on the characteristics of local monuments of history and culture. For example, in regions, cities, districts where there are a large number of various architectural monuments, an elective can be held on the topic: "Architectural monuments of our region." For schools of the Far North, it is more expedient, apparently, to recommend an optional course: "Ethnography of the peoples of the North", etc.

Depending on the specifics of the region, electives can be carried out only with partial involvement of local local history material, illustrating general historical data.

In the process of practical lessons in the elective, special attention should be paid to the development of practical skills among students in collecting local lore material.

The specific methodology for conducting electives is determined by the choice of a profile for school research, which is defined in the relevant chapters of this textbook. The most promising for the development of electives is the predominant development of relatively narrow special courses, not too large in terms of the volume of material studied, but having a sufficient number of hours, and therefore significant opportunities for deepening knowledge, for developing creative independence in history studies.

§ 2. Local history in extracurricular and extracurricular work

The methodology of extracurricular and extracurricular local history work is determined by the general courses of extracurricular and extracurricular work methods and special manuals on the methodology of local history work at school. The main form of organization of extracurricular work in local history is the circle. It can be general and specialized. Tourism work should also be used to ensure that each hiking trip has a purpose that is important in the eyes of the students. It is one thing when the goal of a hike is just relaxation, and quite another thing is when the goal is to participate in real research works... Such a trip among students will arouse more interest. However, such an organization of the school scientific society and research expedition should be avoided, when under the sonorous name "Eureka", "Small Academy of Sciences", etc., the usual subject circles are hidden - the continuation of lessons, something like additional classes on the same school curriculum within the school textbook or slightly wider, but in the same plan and in the same section.

The idle talk vulgarizes romance. “And if without tricks, but in a serious way? If high school students go on an expedition, let them solve feasible problems, let them look for what they really need to find ... If they argue, let them argue sincerely ... a school laboratory, where students are seriously conducting a scientific search ... More often put them in the position of adults, more often give them the right to decide on their own ... ”The school reform, which is being carried out at the present time, requires bringing the school closer to practice. It is not easy to organize this "small school laboratory", it is not easy to find such really necessary and really feasible scientific tasks and activities for students. The most effective is specialized local history - in archeology, ethnography, art history, etc.

Extracurricular work on local history. When organizing extracurricular work with students, first of all, you should determine the perspective of this work. “To educate a person means to educate him in promising ways. The methodology of this work consists in organizing new perspectives, in using the existing ones, in the gradual substitution of more valuable ones. " Archeology can play an important role in organizing the prospects for extracurricular and extracurricular work with students and attracting them to the protection of historical and cultural monuments. Academician B. A. Rybakov noted: “The main fund of written sources on the history of ancient Russia became the property of science already by late XIX in. and almost completely published. Subsequent searches have shown that one cannot count on a more or less significant expansion and renewal of this fund. The only exceptions are, perhaps, only birch bark letters and epigraphic materials obtained by archaeologists ... The prospects for further archaeological research are almost limitless. "

There is probably no other branch of historical science where there would still be so many "blank spots" and so much room for the broad work of a history teacher. At the same time, it is difficult to point out another branch of historical science, where there would be so much romance and which would be so accessible for the active work of students.

Archeology classes outside the classroom and school open up wide opportunities for instilling elementary skills in scientific research, the development of independence, and labor education. Being closely related to the teaching of history, this work can be started already in the 5th grade, and then should be combined with the study of a systematic course in the history of the USSR.

The work of the archaeological circle consists of the following directions: a) desk work at the school and in the local museum of local lore (familiarization with the accumulated and processed archaeological collections, practical training in processing the material obtained during expeditions); b) expeditionary work (first, participation in excavations carried out by scientists, then independent archaeological exploration); c) processing of materials of the expedition; d) work with material monuments of antiquity, in-depth study of the history of their region; e) holding scientific conferences and evenings; f) creation and replenishment of the school museum.

At the very first lesson, the members of the circle are given a common task - to participate in archaeological excavations, to conduct independent scientific research. More specific tasks are outlined: to study the basics of archeology, to have an idea of ​​all types of archaeological monuments. It is emphasized that an archaeologist must be able to photograph, draw, draw, know topography, geology, ethnography. In addition, he must be hardy, seasoned: after all, he will have to live in the taiga, in the desert, in the field, endure hardships and bad weather. Modern archaeologist- this is a comprehensively developed person, and everyone who wants to become an archaeologist must strive to be just such a person. Setting such goals leads to the formation of a cohesive team of students.

Having completed a general acquaintance with the basics of archeology, the members of the circle proceed to study the archaeological monuments of the region. Classes are transferred to the local history museum in order to study the most important museum exhibits.

Having mastered the museum material and literature on the topic, each member of the circle makes a message in the museum on the chosen issue, conducts an excursion with the circle members. This first independent work of students develops their ability to select and analyze the necessary material from a large number of museum exhibits. In addition, schoolchildren get acquainted with the principles of exhibiting material, decorating stands, showcases, etc. When finishing work in the museum, the circle members organize excursions for younger students.

The study and museum work of the circle aims to prepare students for independent archaeological expeditions. However, such expeditions are possible only if the leader of the circle has the right to an open sheet.

The results of the study work of the circle are summed up at a thematic evening.

In a similar way, a circle for the study of ethnography, folklore, architecture, etc. can be organized. And here, the most important role is played by setting a specific goal for students - independent participation in scientific research.

Local history evenings. L. N. Tolstoy wrote that there are three ways of transferring knowledge: “the first method of transferring knowledge is the most common - words ... The second method is plastic art, drawing or modeling, the science of how to convey to the eye what you need to know to another. And the third way is music, singing, science, how to convey your mood, feeling ”. Local history evenings provide an opportunity to use all three ways to educate students. Their purpose is to help students emotionally perceive the meaning and content of a historical event, fact, phenomenon by various means of art (artistic reading, music, singing, dramatization, slides, cinema). Such evenings require a lot of preparatory work: drawing up a program, preparing performances and amateur performances, decorating the premises, sending out invitations and much more.

New knowledge at the evening is communicated to students in the form of games, quizzes, competitions, etc. The historical evening should be full of game elements. An interesting, exciting game is the most effective form of educational work in the evening. Preparing the evening, the teacher strictly takes into account the age characteristics of the students, their inclinations, moods. The form of the evening and its individual stages are carefully thought out. The evening should captivate children, keep them in a state of emotional stress. This tension, this lively interest grows in the course of the evening so that the most effective and interesting part of it is closer to the end and serves as a kind of denouement.

The beginning of the evening should be no less interesting and exciting. The evening begins with an announcement. It is precisely this that should attract the attention of students, mobilize them to prepare for the evening. The evening, for which only the members of the circle are preparing, is ineffective from the very beginning.

Suppose, it is planned to hold a school historical evening on the theme “200 years ago in our region”. What should be the announcement? It should be brightly and colorfully decorated, without lengths, bureaucracy and formalism. The announcement that an evening for students of such and such classes will take place on such-and-such a date, at such-and-such time, is unlikely to interest schoolchildren. It is a different matter when an ad is unusual in form and content. For example, for schools located near Leningrad or in the city itself, the following mysterious announcement aroused interest among students:

Adorable letter

We broadcast to all the people at school:

In the summer of 7490, on the tenth, the ninth month by name, at 17 o'clock St. Petersburg time, the assembly will be held.

Lovers of Russian history are invited, especially the culture of the XVIII Vienna. During one assembly, those who wish will visit the sights of Peterhof, Gatchina, Tsarskoye Selo, see the most interesting items of the various cabinet of curiosities, the Hermitage, the Russian Museum and much more. Games, riddles and other very interesting things will be arranged for the youths. A ball will be given for ladies and gentlemen.

Historian Collegium

Dates are given according to the pre-Petrine calendar.

The announcement immediately attracted a large group of students. From all sides came:

Assembly! Evening?

And when?

The tenth.

Tomorrow is the tenth of November, and here it is written the tenth of the ninth month.

It was not so easy to guess when the evening would be. The controversy lasted a long time. Trying to guess the date of the evening, the students re-read a lot of literature on the culture of the 18th century, and thus the goal of the announcement was achieved - to organize the preparation of students for the evening.

The immediate beginning of the evening is important in the process of conducting the evening, even such a seemingly insignificant issue as control to ensure that only students of the corresponding classes are present at the evening.

The elements of the game play an important role here. Let us show this on the example of the same evening “200 years ago in our region”.

November 23 (the tenth according to the pre-Petrine calendar, the ninth according to the name of the month) came the day of the evening. After school, the high school students went to the gym. But what is it? At the entrance there are tall "guardsmen" in uniforms from the times of Peter I. "Password!" they demand. "Pass!" - "What password?" - a sixth grader was trying to squeeze into the hall. “Stop! To the headquarters! " - it was returned by the "guards", in which it was difficult to recognize ninth-graders.

There is a table. There is an inscription on it: "Headquarters". Here passes to the "assembly" are issued. Here are two girls presenting a pass - a narrow strip of paper. The "Guardsman" nods and asks: "Password?" “Rastrelli,” one answers. “Baroque,” ​​says the second. “Please come in. Next!" “Ishmael! Suvorov! " - the voices of the incoming are heard. Everyone must correctly answer the question posed in the "pass". The questions are varied and interesting. Here are some of them: In what style was the palace built in Tsarskoe Selo? What is it called now? In what style was the Winter Palace built? Name the paintings of Borovikovsky or Levitsky? The first noble revolutionary, etc. The correct answer to the question is the "password". Those who incorrectly named the "password" were sent to the "headquarters" for a new "password".

Extracurricular work on the study of the region. Extracurricular work is usually transferred to basic enterprises - children's tourist stations, Palaces of Pioneers, museums, scientific institutes. The highest form organization of local lore work is the historical society (club) of students, often called the "Minor Academy of Sciences", etc. Often it has its own motto, charter, membership fees, tickets, emblem and form. For the most part, such societies (NOU - scientific societies of students) are organized at the palaces of pioneers and schoolchildren.

Some of the circles conduct independent research, while others limit themselves to general acquaintance with a particular science (archeology, ethnography, paleography, etc.). The former usually work at the Palaces of Pioneers and Schoolchildren, state museums of local lore, state universities, pedagogical institutes, regional and republican children's tourist stations, etc. They are no longer called circles, but clubs of researchers, scientific societies of students. The main task of these clubs and societies (they unite high school students) is the search for historical monuments and their protection.

Circles of the second type are usually completed from students in grades V-VII. The amount of material studied in these circles can be limited, for example: studying the basics of historical sciences (conducting excursions to the local history museum, trips to archaeological, architectural monuments in order to get acquainted with them in general). Kruzhkovites can participate in the work of archaeological expeditions, conduct independent searches for monuments.

When organizing the work of students on the protection of monuments, it is important not only to observe the preservation of well-known monuments, but also to monitor the earthworks in the territory of your city, district or village. For this, the entire territory of a city or district can be divided into zones, each of which is assigned an “inspector” of a club, circle or Scientific Society of students. Its task is to keep track of all earthworks in the area and monitor them. To help the inspector, it is necessary to select a patrol from among the students. If the patrolmen notice that the excavation has uncovered an ancient burial or some other archaeological monument (which happens quite often in the city), they immediately notify the construction management of this and report to their headquarters.

Famous monuments are under special surveillance. Each of them is supervised by a special "inspector" whose main task is to protect the monument.

The work of the circle is aimed at preparing students for independent scientific expeditions.

Field work on historical local history. An important stage in the activities of the circles is participation in scientific expeditions. Almost any school has this opportunity. The scale field research at present, they are so grandiose that expeditions (archaeological, ethnographic, paleographic, etc.) can be found in almost all corners of our vast Motherland. Participating, for example, in archaeological expeditions, the members of the circle get acquainted with the excavations, learn to determine the cultural layer, conduct field processing of materials, draw up drawings of sections, break the grid. Working in the field, they get a good hardening for further expeditions.

The next, more responsible, stage of the circle's field work is independent exploration of the environs of their settlement, city, village, village. Their goal is to get acquainted with the already known monuments of history and culture and study them.

The next, even more difficult stage in the work of the circle is an independent school scientific expedition.

It is hardly advisable for a school archaeological expedition to excavate even if there is an Open Sheet. For the complete processing of excavation materials, not only complex scientific equipment is required, the possession of which is within the power of only scientific institutes, but also the help of specialists, whose involvement is also beyond the power of a school circle. Therefore, the main task of students' archaeological expeditions is exploration, search and protection of monuments. But this does not mean that the circle should not completely study the methods of scientific excavations and methods of fixing archaeological materials. This knowledge is also needed in exploration, since it often happens that a scout discovers a new monument, which is eroded by the river, destroyed by a landslide or construction work. In such cases, it is urgent to record all the places and conditions of the location of the finds, and also to collect the most complete material about them. First of all, it is necessary to accurately record the depth and order of occurrence of archaeological materials, to photograph the sections of the layers with the application of a scale ruler. Finds from the surface should be taken in squares, as in excavations, and packed separately (in squares, with a label indicating the name of the monument, the number of the square, the number of finds, etc.). Labels are written only with a simple pencil (it does not blur), one copy of which is rolled up and put into a bag with finds. On the package itself, only the package (label) number is written. Ceramics and organic materials must be wrapped separately from stone products.

After the finds are delivered to the expedition camp, they are washed, dried (but not in the sun), encrypted and entered into the inventory. Each find is written two numbers in the form of a simple fraction: in the numerator the number of the monument (or its name), in the denominator - the number of the find according to the inventory. All other data are recorded in detail in the inventory.

The methods of work in ethnographic, architectural and other search expeditions of schoolchildren are similar.

Full processing of materials is carried out after returning from the expedition. All finds are to be handed over to the State Museum. They can be left in the school museum only with the permission of the head of the scientific expedition of the USSR Academy of Sciences.

Studying archeology, ethnography, architecture, participating in expeditions, discovering and exploring new monuments of history and culture, students replenish their knowledge of the history and geography of the region. Studying the tools of labor, dwellings, household items, restoring the life of the population using them, schoolchildren get used to paying attention, when studying history, primarily to the economic essence of phenomena, to analyze the level of development of the productive forces of society. This helps students develop the correct methodological attitudes that help them understand the most complex issues of history.

The quantitative composition of the expedition can be up to 15-20 people. If its composition exceeds 15 people, then it is divided into groups of up to 6-7 people in each. A commander is appointed at the head of the detachment. The commanders, together with the head of the expedition, form the council of the expedition, its supreme body. The Council appoints shifts, distributes watches, assignments, plans daily work. The watch, which with a large number of students can be around the clock, gives a special romantic flavor to the expeditionary life, raises responsibility, fosters a sense of camaraderie.

Any hike or expedition of students is, first of all, movement, being on the way, on a train or on a steamer. All this requires a clear organization of the team, members of the expedition. For example, with the departure of the steamer from the pier (or the train from the station), it is necessary to immediately include students in the rhythm of a tense camp life, with the expectation of psychologically preparing them for the difficulties and peculiarities of expeditionary life.

On the way, in addition to being on duty, classes are held strictly according to the schedule with all members of the circle. In these classes, practical issues of expeditionary work are dealt with, for example, keeping records of folklore, drawing up drawings and plans, sketches, etc.

To sum up the work of the circle and attract interest in its work from all students of the school, evenings and conferences are held.

§ 3. Museums

The popularity of museums has grown enormously lately. The press writes about the "museum boom". Even at the northernmost wintering house - on Franz Josef Land - the polar explorers organized a small museum in their wardroom. Museums play an important role in local history work at school.

“In out-of-school work, tourist, museum and excursion business plays an exceptional role. Therefore, I wish you, - said NK Krupskaya, addressing the participants of the All-Russian meeting of workers of children's excursion stations, - to expand your work as widely as possible, to win the hearts of the children as much as possible, and, of course, this will give you great satisfaction. "

In the USSR, a museum is a scientific institution that acquires, stores, studies, exhibits and popularizes monuments of material and spiritual culture and natural history collections, which are the primary sources of knowledge about the development of nature and human society.

The museum network in the USSR includes museums: natural science, historical, literary, artistic, architectural, musical, theater, science and technology museums, agricultural museums, etc. ... The profile of museum ensembles is determined by the nature of the monuments: for example, historical-architectural, ethnographic, archaeological. The profile of memorial museums depends on the content of the event or the activity of the person to whom the monument is dedicated. Museum-ensembles of particular importance are declared museum-reserves, they also include museums created on the territory of the city, an area with a great historical past (Vladimir-Suzdal Art and Historical-Architectural Museum-Reserve, Solovetsky Historical-Architectural and Natural Museum- reserve, etc.).

Historical museums are distinguished by a wide variety of specialized groups. Among them are general historical, historical and revolutionary, archaeological, ethnographic, memorial, etc. General history museums are devoted to the history of the country, republic, city, etc. For example, the State Historical Museum in Moscow, the Historical Museum of the Ukrainian SSR in Kiev, the Museum of the History of Novorossiysk, etc. The largest historical and revolutionary museums are the Central Lenin Museum and the Central Museum of the Revolution in Moscow. Of the military-historical, the most famous are the Central Museum of the Armed Forces of the USSR in Moscow, the Central Naval Museum in Leningrad, the Belarusian State Museum of the Great Patriotic War in Minsk, etc. The Odessa Archaeological Museum of the Academy of Sciences of the Ukrainian SSR, the State Museum of Ethnography of Peoples are known from museums in special historical disciplines. USSR in Leningrad. The most famous of the memorials are the Borodino Military History Museum, the House-Museum of the Decembrists in Irkutsk, the State Memorial Museum-Reserve "Lenin's Siberian Exile" in the village. Shushenskoye, State Historical, Architectural and Ethnographic Museum-Reserve "Kizhi", Archaeological Reserve "Tanais" of the Rostov Region, etc.

Art museums reveal the history of the development of art. The largest of them are the Hermitage and the Russian Museum in Leningrad, the Tretyakov Gallery and the Museum of Fine Arts. A.S. Pushkin in Moscow. There are complex and specialized art museums locally. Among the first are the Perm State Art Gallery, the Krasnodar Regional Art Museum. A. V. Lunacharsky, the State Museum of Art in Tbilisi, etc. Among the specialized ones - the State Museum of Ceramics "Kuskovo Estate of the 18th century." in Moscow, the State Museum of Palekh art in the Ivanovo region, the Museum of children's toys in Tbilisi. Among the memorial museums are the State Museum-Reserve of V.D. Polenov in the Tula Region, the Museum-Estate of I.E. Repin "Penates" in the Leningrad Region, the Art Museum of M.K.

Architectural museums reflect the history and current state of architecture: the Museum. A. V. Shchusev in Moscow, the Museum of History and Prospects for the Development of Ural Architecture in Sverdlovsk, etc. Architectural museums are created on the basis of complexes, ensembles and individual monuments of architecture (Museum-Reserve of the XVI-XVII centuries. Kolomenskoe in Moscow, Mtskheta architectural historical museum-reserve in the Georgian SSR, etc.).

The most numerous are local history museums, which have departments of nature, history of the pre-revolutionary period, history of Soviet society, and, if there are appropriate collections, art, literary and other departments.

Natural science museums include biological, anthropological, botanical, zoological, geological, soil, etc.

Among the literary museums reflecting the development of literature on a national scale (the State Literary Museum in Moscow) or the region (the K.L. Khetagulov Museum in Ordzhonikidze, the Museum of Orlov writers in Oryol), including reserves: the Pushkin State Museum-Reserve (Pskov Region), the State Museum-Reserve of M.Yu. Lermontov in Pyatigorsk, the Museum-Reserve of N.V. Gogol in the Poltava Region, etc.

There is also a network of science and technology museums in our country (the Polytechnic Museum in Moscow, the Museum of the History of Cosmonautics in Kaluga, the Mining Museum of the Leningrad Mining Institute, etc.). In addition, there are museums for theater, music, medical, sports, photography, etc.

Pedagogical museums have been established under the Ministry of Education of the Georgian, Azerbaijan, Lithuanian and Moldavian SSRs.

The museums differ in their importance. There are central museums of all-Union and republican significance; there are local museums - autonomous republics and autonomous regions, regional, regional, district or city significance; there are museums that are affiliates of other museums or museum associations.

During the difficult years of the Great Patriotic War, a special appeal was issued on the need to preserve museums and how to save them during the war: “from the remains of the camps of primitive people to design drawings and models of new buildings; from stone tools to agreements between collective farms and MTS; from stucco vessels of antiquity to samples of products of the local industry; from bows and arrowheads to the track records of fellow countrymen-tankers and pilots; from the ruins of ancient fortifications to contracts of socialist competition ... - all these national values ​​museums must identify and preserve for future generations. "

The instructions said: “The most important national values ​​must be temporarily withdrawn from the expositions for special storage ... as well as information that can be used by the enemy to the detriment of our country (economic, geographical, etc.). At the same time, the issuance of certificates and literature on these issues is limited. ). With the introduction of martial law in a given area, the museum must be ready to move funds from this premises ... "

In addition to state museums in our country, there are more than 10,000 museums working on a voluntary basis, a variety of which are school museums organized in schools, Palaces and Houses of Pioneers, children's technical stations, etc.

In recent years, school history museums have begun to be organized in many schools. Most of them are devoted to the Great Patriotic War and the exploits of the labor glory of the Soviet people. They are created both at schools and at the palaces of culture of various enterprises. For example, in Kursk, schoolchildren have created a museum called Young Defenders of the Motherland. They collected data on all the young participants in the Great Patriotic War, established correspondence with them, and collected their memories. The Jung Museum was established at school 349 in Moscow Navy... Here graduates of the Northern Fleet's Solovetsky Jung School gather for their solemn meetings. The museum is equipped with classrooms for maritime affairs. The entire museum is equipped as a military ship premises. The cabinet and the museum are connected with each other by real combat doors with closing devices, the museum displays real devices from warships during the war, models of warships, personal belongings of former cabin boys of the Northern Fleet, their books, scientific works and awards are exhibited. In Ufa, at school number 106, the museum "Yungi from Bashkiria" is organized, which also maintains correspondence with the participants in the war. The history of the Jung of the Northern Fleet is being dealt with by the school of the Star City of Cosmonauts.

An interesting museum operates at the Port of Dickson School. It is known that during the Great Patriotic War, a significant battle took place near Dixon. The Nazis sent the cruiser "Admiral Scheer" (one of the leading and largest ships of the Second World War) here with the task of breaking through to the Yenisei and destroying the ports through which nickel, an important raw material for the manufacture of armor for tanks, went from Norilsk. Dixon was virtually defenseless. There was not a single cruiser in the Northern Fleet at all. At that time, the corresponding coastal guns had not yet been installed in the port. They were just brought by the merchant ship "Dezhnev". Dixon was practically doomed. However, the sailors, seeing the cruiser, were able not only to quickly unload the guns, but also, without securing them, to hit the fascist cruiser with them. The guns fired in such a way that it created the illusion that Dezhnev was firing. The Nazis decided that some mighty warship, unknown to them, was standing in the port (the pipe and masts of "Dezhnev" and other peaceful ships were high and impressive from afar), and hastily fled from the battlefield. The Dixon School Museum is dedicated to these events. Detailed layouts of the ships during the battle were posted there, the routes of the shells were outlined, and a diorama of the battle was made. All this was done by the hands of schoolchildren. Here, in the school museum, belongings of sailors who participated in the battle at Dixon, their photographs, biographies, etc. are exhibited. The second room is the department of nature and local industry of Dixon. The museum is visited not only by schoolchildren, but by almost all visitors, for this is the only museum on Dikson. Museum guides are high school students. And they conduct excursions quite professionally.

However, the example of the Port of Dixon Museum shows some of the disadvantages of school museums. Their design is not always at a sufficient artistic level, although there is an excellent art studio at the same Dixon school. Her paintings are exhibited at all-Union exhibitions. They are interesting, show the far north in a peculiar and original way. However, the studio for some reason cannot help the museum in its design. Apparently, the actions of scattered teachers are evident, and not the initiative of the school leadership. Unfortunately, this is not an isolated phenomenon. School museums are usually created by enthusiastic teachers. As long as there is an enthusiastic teacher, the museum functions. Leaves school - and the museum ceases to exist. This is unacceptable and contradicts the "Regulations on the School Museum".

The "Statute on the School Museum" was approved by the Secretariat of the Komsomol Central Committee, the Board of the USSR Ministry of Education and the Board of the USSR Ministry of Culture in 1974. According to it, a school museum can be opened in the presence of a permanent asset of students and a fund of authentic materials corresponding to the profile of the museum, as well as the necessary premises and equipment providing storage and display of collected collections.

The peculiarity of school museums is that their collections are completed, exhibited and used in accordance with the educational, pedagogical and educational tasks of the school School museums, like state ones, can have a different profile: local history, history, art, etc.