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10DEVELOPMENT OF PROFESSIONAL MULTI-LEVEL AGRARIAN EDUCATION IN UKRAINE (LATE 19th - EARLY 20th CENTURY)
Havrylenko K.M.
senior teacher, Faculty of Linguistics, National Technical University of Ukraine «Kyiv Polytechnic Institute»
ФОРМУВАННЯ СИСТЕМИ РВШОРШШЕВО1 ПРОФЕС1ЙШО1 АГРАРШО1 ОСВ1ТИ В УКРАШ1 (К1НЕЦЬ Х1Х - ПОЧАТОК ХХ СТ.)
Гавриленко Катерина Миколагвна, старший викладач, Факультет лшгвктики, Шацюнальний техшчний ушверси-тет Украгни «Кигвський полтехшчний нститут»
АШОТАЦ1Я
У статтi робиться спроба виявити та простежити основн тенденцгг становлення й розвитку системи стьського-сподарських навчальних закладiв кнця Х1Х-початку ХХ ст. для тдготовки фахiвцiв аграрного профшю в системi про-фесшно'г аграрног освти Украгни, до^джуються особливостi становлення й розвитку системи рiзнорiвневог професш-ног аграрног освти, зокрема закладiв так званог «нижчог» стьськогосподарськог освти, представленог землеробськими й спецiалiзованими школами, курсами, класами, училищами, навчальними фермами, вiддiленнями при загальноосвтшх школах iреальнихучилищах тощо. Робиться спроба гх класифтацгг за кнуючими типами аграрних навчальних закладiв i вiдомчою приналежшстю. Наводиться статистична тформащя щодо кiлькостi початкових i середшх стьськогоспо-дарських навчальних закладiв в рiзнi перюди гх кнування. У роботi аналiзуються особливостi складання навчальних плашв на прикладi одного з середшх стьськогосподарських училищ. У статтi робиться висновок про велике значення дiяльностi системи аграрних навчальних закладiв Украгни кшця Х1Х -початку ХХ ст. i необхiднiсть гг подальшого вив-ченняз метою цтсного вiдтворення особливостей розвитку педагогiчног думки та кторгг нацюнально'г аграрног освти.
ABSTRACT
The article studies the main trends in the establishment and development of agricultural education in the late 19th - early 20th century for the agrarian professional training in vocational agricultural education of Ukraine. The main features of multilevel vocational agricultural education development are researched, including institutions of so-called «lower» agricultural education provided by the general and specialized schools, courses, classes, colleges, educational farms, departments at secondary schools and non-classical secondary schools. An attempt of classification of the existing types of agricultural schools and their departmental affiliation was made. The statistical information on the number of primary and secondary agricultural schools at different periods of their existence was given. The paper analyzes the special features of the curriculum on the example of a secondary agricultural school. The article concludes the importance of further studying of the agrarian educational system in Ukraine of the late 19th - early 20th century.
Ключовi слова: землеробськ школи, нижчi аграрт навчальт заклади, освтня дiяльнiсть земств, сшьськогосподарсьт вiддiлення, сшьськогосподарсьт курси, сшьськогосподарсьт товариства,система профестног аграрног освти, спещалi-зован стьськогосподарсьт школи, училища.
Key words: agricultural courses, agricultural departments, agricultural schools, agricultural societies, educational activities of county councils, lower agricultural schools, specialized agricultural schools, vocational agricultural education.
Statement of the problem. The development of new due to the rapid economic development of the state national
economic relations in Ukraine requires transformations economy, which was a part of the former Russian Empire, a
in the existing educational system, especially in training range of different types of agricultural educational institutions
of professional specialists, able to quickly adjust to new from schools and courses to specialized colleges and universities
economical conditions. This problem could be sold through started to appear, creating an extensive network of qualified
the development of multilevel professional education ready to agricultural personnel training and laying the foundations of
provide the economy with market-oriented specialists, trained modern agricultural education in Ukraine. in the educational establishments adapted to the industrial and One of the most interesting aspect in agricultural education
agrarian market conditions. of the late 19th - early 20th century in Ukraine was so-called
Ukraine's integration into global civilization processes «lower» agricultural education - the most widespread and
actualizes the need for qualitative changes in the education extensive system of basic agricultural educational institutions,
system, increasing requirements the professional training of which has not been thoroughly studied and analyzed yet. The
specialists in accordance with the international standards. study of historical and pedagogical paradigm of establishment
In the need of finding of the optimal model of education the and development of this professional agricultural educational
researchers and educators among other also consider studying basis of the late 19th - early 20th century is highly important
the historical experience in order to find appropriate examples for modern pedagogical studies.
of functional and structural models of the education system Analysis of recent research and publications. It should be
in Ukraine of the past. Therefore, it is necessary to study the noted that certain aspects of professional agricultural training
beginnings of agricultural education development in Ukraine, in Ukraine of the late 19th - early 20th century were researched
especially the period of the late 19th - early 20th century, when by a number of scientists and scholars, among whom we must
first of all mention L. Bilan who studied the apprise and development of higher agricultural education in Ukraine, I. Demuz who researched the educational work of agricultural societies in organizing of agricultural educational institutions and experimental plant growing fields (Bilan, 2011; Demuz, 2013). Modern professional training in the agrarian sectors of Ukraine and European countries was studied by S. Zaskalyeta. The different aspects of the Ukrainian agricultural education development were also researched by Kadeniuk A., M. Kostyuk, Yu Kurbatov, V. Malyuga, A. Mikhailyuk, A. Primack, T. Stoyan, I. Shandra L. Shovkun and others.
Some researchers partly regarded the system of agricultural education and training of agricultural specialists in their studies of the prominent scientists-agrarians heritage. Among them we should mention A. Belotserkovska who wrote about the contribution of Professor A. Ternychenko, N. Godun, who studied the work of academic O. Dushechkin etc. [3, 5].
A range of the researchers studied the training of agrarian specialists in separate regions of Ukraine; including A. Zavalniuk who studied the development of agricultural research institutions network in Kyiv region of the late 19th - early 20th century, M. Kostyuk who researched the establishment and development of agricultural educational institutions in Cherkasy region and O. Korzun who studied the educational agrarian institutions development in Podillya region [16. 10, 9].
The main conceptual programs, theoretical and methodological approaches to the analysis of vocational education were developed by O. Anischenko, S. Goncharenko, I. Likarchuk, V. Lugovoi, N. Nychkalo, O. Sukhomlinsky, O. Stepanovich.
The research of pedagogical ideas development as well as of education and science in Ukraine were conducted by I. Dolgolenko, P. Luzan, I. Matias, N. Oliynyk, V. Onopriyenko, L. Sigayeva, T. Stoyan, T. Sukhenko and others.
However, it should be noted that the integrated research of the establishment and development of agricultural professional schools of the late 19th - early 20th century in Ukraine was not completed.
Emphasizing of the unsolved aspects of the problem. The analysis of historical works suggests that due to the joint efforts of the state educational agencies, local communities and individual philanthropist in the late 19th - early 20th century a system of professional agricultural education was developed in Ukraine. It included educational institutions of different levels - from lower primary and secondary agricultural specialized educational institutions (schools, courses, classes, specialized schools, experimental farms, additional classes in secondary schools and so-called real schools or non-classical secondary schools) to industrial and technical colleges, agricultural departments of polytechnic institutes, higher public and private agricultural courses and specialized agrarian universities and institutions. By its subordination the agricultural schools were founded by the government agencies, county councils, agricultural societies or individual philanthropists. A broad system of various agricultural extracurricular courses (also for women), agrarian workshops and Sunday schools was also being developed.
Hitherto, the systematic study of professional training of the agrarian specialists in various types of educational institutions
of the past has not been conducted for Ukraine, which was then a part of the former Russian Empire. For that reason it is necessary to collect and systematize the main aspects of the historical and educational values of professional agricultural training in Ukraine of the late of the 19th - early 20th century.
Formulation of the purposes of article. The main purpose of this paper is to describe the most important results of the study of basic agricultural education system development in Ukraine of the late 19th - early 20th century and trace the most important pedagogical trends of agricultural training in vocational education.
Presentation of the main research material. In the late 19th - early 20th century a part of Ukrainian territory was under the Russian Empire where as a result of rapid economic development an urgent need in highly trained professional specialists started to emerge in the rapidly developing industrial society. As the result the promotion of a system of social assistance to agriculture was organized by the state, local societies, non-governmental organizations and individual philanthropists. The agricultural science development, experimental fields' establishment, support of educational institutions and agronomic assistance for local population were the main components of that system.
The governmental agronomic assistance to the population in the Russian Empire was provided by the Department of Agriculture, Department of Rural Economy, Agricultural Statistics and Land Relations; the Scientific Committee of the Central Agricultural Office of the Ministry of Agriculture and State Property (engaged in the development of scientific and technical issues from 1894); Department of Agriculture and Land Management (since 1905). Each year, a six-week session of the State Agricultural Board was summoned for considering the issues of agricultural development and improvement of its legislation. Agricultural professional inspectors, instructors and engineers, agronomic commissions on land management were working in the provinces. In the agricultural education the government since the 70-80s of the 19th century made attempts to organize the separate agricultural educational establishments in one system including lower agricultural schools and colleges, as well as the agricultural departments at the general secondary schools [6, p. 26].
So-called lower agricultural education started rapidly to develop in Ukraine at the end of the 19th century. Lower agricultural education included elementary agricultural school, primary schools of the first and second levels and practical agricultural schools. Lower agricultural schools were appointed to train practical agricultural specialists. In lower school the studying was provided mostly through practical training by experienced specialists in agricultural sphere.
Practical agricultural schools prepared professionals and skilled workers for different branches of agriculture. These were primarily beet and vegetable growers, stockbreeders, sheep farmers, pig producers and others. In these schools the training period was determined in accordance with the chosen specialty and lasted from one to three years. For admission an applicant had to be able to read and write.
Thus, if in the mid-19th century lower school were not especially widespread, in 1895 eighteen such schools were founded, in 1900 twenty-nine were functioning, in 1905 there
were forty-five agricultural schools, and in 1915 their number increased to fifty-seven, including four women's agricultural schools. And from fifty-seven schools functioning in 1915 only twelve were state establishments; twenty-three were founded by the county councils, ten were subordinate to the agricultural societies and twelve were sponsored by individual
Educational Institutions o
philanthropists [1, p. 33]
According to the statistics of the Ministry of State Property taken from the reports for 1863 and 1894 a number of its subordinate institutions of agricultural education increased significantly as well as a number of students in them (see table 1) [15, p. 110].
Table 1
he Ministry of State Property
1863 1894
Educational Institutions Number of Number of
Educational Institutions Students Educational Institutions Students
Secondary Professional Educational Institutions
Agricultural colleges 2 1 53 7 1 255
Bessarabia Wine Growing College 1 9 1 1 0
Gorki-Surveyor and Taxation Courses 1 2 4 1 4 1
Lower Professional Educational Institutions
Lower agricultural colleges and schools - - 48 1 997
Agricultural educational institutions of different specializations
• horticulture, vegetable gardening, beekeeping 2 3 8 16 5 82
• dairy farming - - 6 1 14
• sheep breeding schools - - 2 1 1
Training farms 3 1 04 1 1 9
Nursery gardens 5 6 2 - -
Forestry training and chasseurs colleges 5 3 87 - -
Lower forest schools - - 13 1 97
Mining colleges and foremen schools - - 5 3 19
Horetsk Trade College - - 1 4 9
Primary Professional Educational Institutions
Village colleges and schools 5979 1 99 749 - -
Colonial schools:
• Central college 1 5 0 - -
• County colleges and schools 1759 7 6 383 - -
All these agricultural institutions were regulated by a Normal Regulation for the Lower Agricultural Schools adopted in 27 December, 1883. This document legally regulated the educational process in the lower agricultural schools. This document entitled county councils, agricultural societies and individuals to found agricultural education establishments, and guaranteed them the state support [10, p. 8].
According to the Normal Regulation for the Lower Agricultural Schools their main task was 'popularization of basic agricultural knowledge, including farming in general and its specialized branches such as agronomy, vegetable gardening, horticulture, animal breeding, beekeeping and rural crafts (metalwork, blacksmith and carpenter) among the rural population, obtained mainly through practical workshops' [7, p. 8].
All lower agricultural schools regardless of their subordination and different time of existence could be divided into the following main types:
1) Secondary agricultural colleges founded according to the regulations adopted by the State Council. These schools had six-year period of studying and accepted students after finishing at least two classes of non-classical secondary schools and according to the results of the entrance examinations;
2) Lower agricultural schools with the four-year course of study, which were established according to individual regulation and accepted students after at least a year of studying in public schools;
3) Lower agricultural school of general and special types (e.g., gardening), which were classified into first and second categories and founded according to the Normal Regulation from 27 December 1883;
4) Lower school of horticulture (for example, Nikitske in Crimea) with four-year and later five-year period of study. They accepted people not younger then 15 who had completed a course in religious schools or two-year agricultural colleges;
5) Dairy Farming Schools of the second category established under a special statute. The study in this schools continued for two years, the third year was devoted to practical training in the estate;
6) Lower schools for other professions (e.g. Horetsk Trade College and Berezovsko-Pokrovska School of Sheep Breeding);
7) Women agricultural schools, one of which (Preobrazhenska) was based on normal regulations, and three others - on a special statute;
8) Practical schools and courses aimed at giving students practical agricultural education, and where theoretical teaching was reduced to conversations and reading in the spare time [11, p. 225].
From the second half of the 19th century the secondary agricultural education underwent transformation. Among them the Ministry of State Property closed down gardening colleges and created six agricultural colleges, including two in Ukraine. Thus, in 1859 Katerynoslavsk College of Horticulture was closed and Odessa College was relocated to Uman and in 1868 it was reorganized in the Uman College of Agriculture and Horticulture [12, p. 21]. In 1854 the Ministry founded Kharkiv Agricultural College, which trained initially ten and later sixteen students. Thus, the special training of agronomists was initiated. Magarachsk Wine Growing School in 1869 was reorganized into Nikitsk College of Horticulture and Viticulture. In addition, the Land Surveying College started functioning in Poltava. The surveyors were also trained at two-year-taxation land surveying classes and at a number of schools that were established since 1861. Their students had to be not younger than fifteen years old and had finished not less than four classes of a general school [10, 9].
As in the south of the country, in Kherson, Tauride and Bessarabian provinces were no schools for training of the qualified agrarian specialists; in 1874 Kherson agricultural school was established by the local country council. A training ground for the establishment of secondary agrarian schools was based on a set of agricultural training farm in Kharkiv and Katerynoslav and created for practical training of farm owners. It functioned till 1867.
Since the 90s of the 19th century a distinct requirement emerged for more precise specializations for training of agronomists, livestock breeders and other agricultural specialists. Therefore, the specialized departments were founded at different colleges for training silk worm breeders, irrigation engineers and others. One example of such institutions was the agricultural department at the Melitopol Non-Classical Secondary School [12, p. 20].
By the early 20th century the Russian Empire had eleven land or agricultural colleges. Among them we should mention Gory-Goretske (Mogilev province) Kazanske, Mariinske (Saratov Province), Kharkiv, Uman, Moscow, Kherson, Bogorodytsk, Samara, Pskov and Don (near the city Novocherkassk) as well as Bessarabia College of Winemaking and Land Surveying Gory-Horetsk Taxation Classes. In addition, there were several agricultural departments at several secondary industrial colleges. According to the Ministry of State Property in 1915 the total number of agricultural schools in its subordination significantly increased compared to the 19th century. Moreover, the number of students in them also significantly increased (see table 2) [14, p. 32].
Table 2
Lower Agricultural Educational Institutions (1915)
Name of Educational Institution Number of Institutions Number of Students
Lower agricultural schools 61 4619
Lower agricultural school of the 1st category 74 3277
Lower agricultural school of the 2nd category 35 1052
Practical agricultural school 60 1456
Primary and national agricultural schools 34 960
Agricultural classes 2 2700
Regular agriculture courses 44
Training farms 4
Total 314 14064
The main objective of these educational establishments was to give their students theoretical and practical knowledge needed for successful farming. At first the studied subjects at the secondary agricultural establishments were taken from general school curricula and extended by specialized subjects. Among them we should mention geodesy, rural construction, agricultural tools and machinery, agricultural technology, crop production, animal breeding, veterinary science, agricultural economy and accounting, forestry, horticulture, fruit growing and others. Gradually the curricula were expanded and the students had the opportunity to learn also crafts such as carpentry, turning, blacksmithing and more.
Looking at a typical curriculum designed for secondary agricultural schools, we can see that among the main subjects that were studied by the agricultural students were the religious instructions, basic legislative principles and boundary legislation, exact sciences, among which were arithmetic, algebra, geometry, trigonometry, and physics. Also drawing, painting and calligraphy were studied [7, p. 54].
Apprenticeship in the secondary agricultural educational establishments at first lasted three or four years and lately was extended to six years. In the last term the students were sent to private estates for getting practical experience. The students could enter the first grade from the age of 14-16 years old. The graduates from county or city schools, two-year village school and lower agricultural schools were enlisted without entrance exams. The students after the first two classes of non-classical secondary schools had to pass the entrance exams. After completing study in the secondary agricultural schools successfully the students could enter any higher special educational establishments. The graduates of the first category received the title «senior steward», the second category -«assistant senior steward». Those who finished Uman College were called «senior gardener», Bessarabian College - «senior winemaker».
Secondary agricultural colleges were divided into two types: general and special (horticulture and land cultivating, viticulture and winemaking, agronomic, hydro-technical and technical). Graduates from the secondary agricultural establishments received the title of agricultural agronomist, gardener, winemaker, surveyor, hydraulic engineer etc. the specialists with secondary agricultural education held the posts of county and district agronomists, surveyors, foresters, estates managers, teachers at lower agricultural schools. Under
the regulation of agricultural education from 26 May 1904 the educational establishments could accept both male and female students [14, p. 19].
Since the mid-19th century only four secondary professional educational institutions of agricultural profile were in Ukraine. However, in 1915 there already were 21 secondary agricultural colleges enrolling 4600 students.
One of the best in organization of the educational process was Dehtyarivsk College, which trained artisans for agricultural tools and machinery maintenance. After its transfer to Poltava the training workshops for mechanical fitter, forging, joinery, molding, wood cutting, model, and leveling were created. The system of industrial training, which was developed in the College, combined basic operating system realized through the production of certain goods, and repair of agricultural machinery on request [10, p. 22].
The high school agricultural education was represented by a small number of schools (Uman College of Horticulture and Agriculture, Kharkiv Agricultural College, Nikita College of Gardening and Winemaking, Kherson County Agricultural College). They initiated and created conditions for further development of higher agricultural education in Ukraine [12, p. 9].
Conclusions and prospects for further development. Summing up all facts about the development of lower agricultural establishments in Ukraine of the late 19th -early 20th century we can state that at that time an extensive system of agricultural schools of various types was developed in Ukraine. This system had come a long way from its origin in the mid-19th century emerging on the need in professional training of specialists for agricultural sphere. The educational institutions of primary and secondary type were established according to the state, county councils, local communities, and individual philanthropists' initiatives. Among them there were agricultural schools of general type with great number of students and highly specialized, where usually the number of students was small.
The study demonstrated that the lower agricultural educational establishments in Ukraine acquired the most intensive development, and included agricultural colleges, general agricultural schools of the first and second category, specialized agricultural schools (horticulture, viticulture, gardening, forestry, agricultural crafts, etc.), practical schools, various agricultural courses and classes.
The agricultural education system in Ukraine of the late 19th - early 20th century played a great role for the development of modern agricultural education in our country and thus, requires more detailed study of its main pedagogical features as a part of the whole national education. Therefore, we believe that further studies in this field are required, as it is necessary to provide more thorough generalization and systematization of information about the development of agricultural education system in the late 19th - early 20th century, as highly important and relevant to the modern system of education and vocational training of future qualified agricultural specialists.
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