What does the painting “Oral arithmetic in a public school” tell about? Lesson-excursion to the painting by N.P. Bogdanov-Belsky "Oral arithmetic" Painting of an oral arithmetic in a public school

04.07.2020

When I come to the Tretyakov Gallery with another group, then, of course, I know that obligatory list of paintings that you cannot pass by. I keep everything in my head. From start to finish, these paintings, lined up in one line, should tell the story of the development of our painting. With all that is no small part of our national treasure and spiritual culture. These are all pictures, so to speak, of the first order, which cannot be avoided without the story being flawed. But there are also some that are not required to be shown at all. And my choice here depends only on me. From my disposition towards the group, from my mood, and also from the availability of free time.

Well, the painting “Oral Account” by the artist Bogdan-Belsky is purely for the soul. And I just can’t get past her. And how to get through, because I know in advance that the attention of our foreign friends will be attracted to this particular picture to such an extent that it will be simply impossible not to stop. Well, don’t drag them away by force.

Why? This artist is not one of the most famous Russian painters. His name is known mostly to specialists - art critics. But this picture will nevertheless make anyone stop. And it will attract the attention of a foreigner no less.

So we stand and look at everything in it with interest for a long time, even the smallest details. And I understand that I don’t need to explain much here. Moreover, I feel that with my words I can even interfere with the perception of what I see. Well, it’s as if I started giving comments at a time when the ear wants to enjoy the melody that has captured us.

Nevertheless, some clarifications still need to be made. Even necessary. What do we see? And we see eleven village boys immersed in thought process searching for the answer to a math equation written on the board by their crafty teacher.

Thought! There is so much in this sound! Thought in commonwealth created man with difficulty. The best evidence of this was shown to us by Auguste Rodin with his Thinker. But when I look at this famous sculpture, and I saw its original in the Rodin Museum in Paris, it gives rise to some strange feeling in me. And, oddly enough, there is a feeling of fear, and even horror. Some kind of animal power emanates from the mental tension of this creature, placed in the courtyard of the museum. And I can’t help but see the wonderful discoveries that this creature sitting on the rock is preparing for us in its painful mental effort. For example, opening atomic bomb, threatening to destroy humanity itself along with this Thinker. And we already know for certain that this beast-like man will come to the invention of a terrible bomb capable of erasing all life on earth.

But the boys of the artist Bogdan-Belsky do not frighten me at all. Against. I look at them and feel a warm sympathy for them arise in my soul. I want to smile. And I feel the joy that flows to my heart from contemplating the touching scene. The mental search expressed in the faces of these boys fascinates and excites me. It also makes you think about something else.

The painting was painted in 1895. A few years earlier, in 1887, the infamous circular was adopted.

By this circular, approved by the Emperor Alexander III and which received the ironic name in society “about cook’s children”, the educational authorities were ordered to admit only wealthy children to gymnasiums and pro-gymnasiums, that is, “only those children who are in the care of persons who provide sufficient guarantee of proper home supervision over them and in providing them with the necessary convenience for training sessions.” My God, what a wonderful clerical style.

And further in the circular it was explained that “with strict observance of this rule, gymnasiums and pro-gymnasiums will be freed from the enrollment of children of coachmen, footmen, cooks, laundresses, small shopkeepers and the like.

Like this! Now look at these young, quick-witted Newtons in bast shoes and tell me how many chances they have to become “reasonable and great.”

Although maybe someone will get lucky. Because they were all lucky to have a teacher. He was famous. Moreover, he was a teacher from God. His name was Sergei Alexandrovich Rachinsky. Today he is hardly known. And he deserved it with all his life to remain in our memory. Take a closer look at him. Here he sits surrounded by his bast students.

He was a botanist, mathematician, and also a professor at Moscow University. But most importantly, he was a teacher not only by profession, but also by his entire spiritual makeup, by vocation. And he loved children.

Having gained learning, he returned to his native village of Tatevo. And he built this school that we see in the picture. And even with a hostel for village children. Because, let’s be honest, he didn’t accept everyone into school. He himself selected, unlike Leo Tolstoy, who accepted all the surrounding children into his school.

Rachinsky created his own method for mental calculation, which, of course, not everyone could learn. Only the chosen ones. He wanted to work with selected material. And he achieved the desired result. Therefore, do not be surprised that such a complex problem is solved by children in bast shoes and graduation shirts.

And the artist Bogdanov-Belsky himself went through this school. And how could he forget his first teacher? No, I couldn't. And this picture is a tribute to the memory of my beloved teacher. And Rachinsky taught at this school not only mathematics, but also, along with other subjects, painting and drawing. And he was the first to notice the boy’s attraction to painting. And he sent him to continue studying this subject not just anywhere, but to the Trinity-Sergius Lavra, to the icon-painting workshop. And then - more. The young man continued to master the art of painting at the no less famous Moscow School of Painting, Sculpture and Architecture, on Myasnitskaya Street. And what teachers he had! Polenov, Makovsky, Pryanishnikov. And then also Repin. One of the paintings young artist“The Future Monk” was bought by Empress Maria Feodorovna herself.

That is, Sergei Alexandrovich gave him a start in life. And how could an already accomplished artist thank his teacher after this? But only this very picture. This is the most he could do. And he did the right thing. Thanks to him, we also have a visible image of this today. wonderful person, Rachinsky's teacher.

The boy was lucky, of course. Just incredibly lucky. Well, who was he? Illegitimate son farmhands! And what kind of future could he have had if he had not gone to the school of the famous teacher?

The teacher wrote a mathematical equation on the board. You can see it easily. And rewrite. And try to decide. Once there was a math teacher in my group. He carefully copied the equation onto a piece of paper in a notebook and began to solve. And I decided. And he spent at least five minutes on it. Try it too. But I don’t even dare. Because at school I didn’t have such a teacher. Yes, I think that even if I had, nothing would have worked out for me. Well, I'm not a mathematician. And to this day.

And I realized this already in the fifth grade. Even though I was still very small, I already realized that all these brackets and squiggles would in no way, in any way, be useful to me in life. They won't come out in any way. And these numbers didn’t bother my soul at all. On the contrary, they only outraged. And my soul does not lie with them to this day.

At that time, I still unconsciously found my attempts to solve all these numbers with all sorts of icons useless and even harmful. And they evoked nothing but quiet and unspoken hatred in me. And when all sorts of cosines and tangents arrived, there was complete darkness. It infuriated me that all this algebraic bullshit only distracted me from more useful and exciting things in the world. For example, from geography, astronomy, drawing and literature.

Yes, since then I have not learned what cotangents and sines are. But I don’t feel any suffering or regrets about this. The lack of this knowledge did not affect my entire life, which is no longer small. It is still a mystery to me today how electrons run at incredible speeds inside an iron wire over terrible distances, creating electric current. And that's not all. In a small fraction of a second, they can suddenly stop and run back together. Well, let them run, I think. Whoever is interested in this, let him do it.

But that's not the question. And the question was that even in those small years I didn’t understand why it was necessary to torment me with something that my soul completely rejected. And I was right in these painful doubts of mine.

Later, when I became a teacher myself, I found the answer to everything. And the explanation is that there is such a bar, such a level of knowledge that must be laid public school so that the country does not lag behind others in its development, following the lead of poor students like me.

To find a diamond or a grain of gold, you need to process tons of waste rock. It is called waste, unnecessary, empty. But without this unnecessary rock, a diamond with grains of gold, not to mention nuggets, cannot be found either. Well, I and those like me were this very waste breed, which was only needed to raise needed by the country mathematicians and even mathematical prodigies. But how could I know about this then with all my attempts to solve the equations that kind teacher wrote to us on the board. That is, with my torment and inferiority complexes I contributed to the birth of real mathematicians. And there is no way to escape this obvious truth.

So it was, so it is and so it will always be. And I know this for certain today. Because I am not only a translator, but also a French teacher. I teach and I know for sure that of my students, and there are approximately 12 of them in each group, two or three students will know the language. The rest suck. Or dump rock, if you like. For various reasons.

In the picture you see eleven enthusiastic boys with sparkling eyes. But this is a picture. But in life it’s not at all like that. And any teacher will tell you this.

There are various reasons why this is not the case. To be clear, I will give next example. A mother comes to me and asks how long it will take me to teach her boy French. I don't know what to answer her. I mean, I know, of course. But I don’t know how to answer without offending the assertive mother. And she needs to answer the following:

Language in 16 hours - this is only on TV. I don't know your boy's level of interest and motivation. There is no motivation - and even if you put at least three professor-tutors with your dear child, nothing will come of it. And then there is such an important thing as abilities. And some have these abilities, while others do not have them at all. So genes, God or someone else unknown to me decided. For example, a girl wants to learn ballroom dancing, but God did not give her a sense of rhythm, or plasticity, or, oh, horror, an appropriate figure (well, she became fat or lanky). And I want it that way. What will you do here if nature itself stands in the way? And so it is in every case. And in language learning too.

But, really, at this point I want to put a big comma on myself. It's not that simple. Motivation is a moving thing. Today it is not there, but tomorrow it appears. That is, what happened to myself. My first French teacher, dear Rosa Naumovna, seemed greatly surprised when she learned that her subject would become the work of my whole life.

*****
But let's return to teacher Rachinsky. I confess that his portrait interests me immeasurably more than the personality of the artist. He was a well-born nobleman and not a poor man at all. He had his own estate. And for all this he had a scientific head. After all, it was he who first translated “The Origin of Species” by Charles Darwin into Russian. Although here is a strange fact that struck me. He was a deeply religious man. And at the same time he translated the famous materialist theory, which was absolutely disgusting to his soul.

He lived in Moscow on Malaya Dmitrovka, and was familiar with many famous people. For example, with Leo Tolstoy. And it was Tolstoy who inspired him to the cause of public education. Even in his youth, Tolstoy was fascinated by the ideas of Jean-Jacques Rousseau; the Great Enlightenment was his idol. He, for example, wrote a wonderful pedagogical work “Emil or on education.” I not only read it, but wrote from it course work at the institute. To tell the truth, Rousseau, it seemed to me, put forward ideas in this work that were more than original. And Tolstoy himself was fascinated by the following thought of the great educator and philosopher:

“Everything comes out good from the hands of the Creator, everything degenerates in the hands of man. He forces one soil to nourish the plants grown on another, one tree to bear fruits characteristic of another. He mixes and confuses climates, elements, seasons. He mutilates his dog, his horse, his slave. He turns everything upside down, distorts everything, loves ugliness, the monstrous. He doesn’t want to see anything the way nature created it, not excluding man: he needs to train a man, like a horse for an arena, he needs to remake him in his own way, just as he uprooted a tree in his garden.”

And in his declining years, Tolstoy tried to put into practice the wonderful idea outlined above. He wrote textbooks and manuals. He wrote the famous "ABC" and also wrote children's stories. Who doesn’t know the famous Filippok or the story about the bone.
*****

As for Rachinsky, here, as they say, two kindred souls met. So much so that, inspired by Tolstoy’s ideas, Rachinsky left Moscow and returned to his ancestral village of Tatevo. And built according to example famous writer with my own money, a school and a hostel for gifted village children. And then he completely became the ideologist of church and parish schools in the country.

This activity of his in the field of public education was noticed at the very top. Read what Pobedonostsev wrote about him to Emperor Alexander III:

“You will please remember how several years ago I reported to you about Sergei Rachinsky, a respectable man who, having left his professorship at Moscow University, went to live on his estate, in the most remote forest wilderness of the Belsky district of the Smolensk province, and lives there forever. for more than 14 years, working from morning to night for the benefit of the people. He inhaled completely new life into a whole generation of peasants... He truly became a benefactor of the area, having founded and led, with the help of 4 priests, 5 public schools, which now represent a model for the entire land. This is a wonderful person. He gives everything he has and all the resources of his estate to this cause, limiting his needs to the last degree.”

And here is what Nicholas II himself writes to Sergei Rachinsky:

“The schools founded and led by you, being among the parochial ones, became a nursery for educated leaders in the same spirit, a school of labor, sobriety and good morals, and a living model for all similar institutions. My concern for public education, which you serve worthily, prompts Me to express My sincere gratitude to you. I am with you, my kind Nikolai.”

In conclusion, having gathered the courage, I want to add a few words of my own to the statements of the two above-mentioned persons. These words will be about the teacher.

There are many professions in the world. All life on Earth is busy trying to prolong its existence. And above all, to find something to eat. Both herbivores and carnivores. Both the biggest and the smallest. All! And the person too. But a person has a great many such possibilities. The choice of activities is enormous. That is, activities that a person indulges in in order to earn his bread, his living.

But of all these occupations, there is an insignificant percentage of those professions that can provide complete satisfaction for the soul. The absolute majority of all other things come down to routine, daily repetition of the same thing. The same mental and physical actions. Even in the so-called creative professions. I won’t even name them. Without the slightest chance for spiritual growth. Stamp the same nut all your life. Or ride on the same rails, literally and figuratively, until the end of your work experience necessary for retirement. And there's nothing you can do about it. This is our human universe. Anyone gets settled in life as best they can.

But, I repeat, there are few professions in which the whole life and the whole work of life is based solely on spiritual need. One of them is the Teacher. With a capital letter. I know what I'm talking about. Since I’m already in this topic for many years. A teacher is an earthly cross, a calling, torment, and joy all together. Without all this there is no teacher. And there are plenty of them, even among those who have work book in the profession column it is written - teacher.

And you have to prove your right to be a teacher every day, from the very second you cross the threshold of the classroom. And sometimes this is not so easy. Don’t think that beyond this threshold only happy moments of your life await you. And you also don’t have to count on the fact that the small people will meet you all in anticipation of the knowledge that you are ready to put into their heads and souls. That the entire classroom space is populated entirely by angel-like, incorporeal cherubs. These cherubs can sometimes bite like that. And how painful it is too. This nonsense needs to be thrown out of your head. Just the opposite, you need to remember that in this bright room with huge windows, ruthless animals are waiting for you, who still have a difficult path to becoming human. And it is the teacher who must lead them along this path.

I clearly remember one such “cherub” when I first appeared in class during an internship. I was warned. There is one boy there. Not very simple. And God will help you cope with it.

How much time has passed, but I still remember it. If only because he had some strange surname. Noak. That is, I knew that the PLA is the People's Liberation Army of China. But here... I went in and instantly identified this asshole. This sixth grader, sitting at the last desk, put one of his legs on the table when I appeared. Everyone stood up. Except him. I realized that this Noak wanted to immediately tell me and everyone else in this manner who was their boss here.

Sit down, children,” I said. Everyone sat down and began to wait with interest for the continuation. Noak's leg remained in the same position. I approached him, not yet knowing what to do and what to say.

Why are you just going to sit for the entire lesson? Very uncomfortable position! - I said, feeling a wave of hatred rising in me towards this impudent person who intended to disrupt my first lesson in my life.

He didn’t answer anything, turned away and made a forward movement with his lower lip as a sign of complete contempt for me. And he even spat towards the window. And then, no longer realizing what I was doing, I grabbed him by the collar and kicked him in the ass out of the classroom and into the corridor. Well, he was still young and hot. There was an unusual silence in the class. As if it were completely empty. Everyone looked at me in shock. “Yes,” someone whispered loudly. A desperate thought flashed through my head: “That’s it, I have nothing else to do at school!” End!" And I was very wrong. This was only the beginning of a long journey of my teaching.

Paths of happy peak joyful moments and cruel disappointments. At the same time, I remember another teacher. Teacher Melnikov from the film “We’ll Live Until Monday.” There was a day and an hour when a deep depression befell him. And there was a reason! “You sow here what is reasonable, good and eternal, and henbane grows - thistle,” he once said in his hearts. And I wanted to leave school. At all! And he didn’t leave. Because if you are a real teacher, then this is for you forever. Because you understand that you will not find yourself in any other business. You cannot express yourself to the fullest. Take it - be patient. It is a great duty and a great honor to be a teacher. And this is exactly how Sergei Aleksandrovich Rachinsky understood it, who of his own free will placed himself at the black chalkboard for his entire life sentence.

P.S. If you still tried to solve this equation on the board, then the correct answer will be 2.

Lesson objectives:

development of observation abilities;
development of thinking abilities;
development of abilities to express thoughts;
instilling interest in mathematics;
touching the art of N.P. Bogdanov-Belsky.

PROGRESS OF THE LESSON

Learning is work that educates and shapes a person.

Four pages from the life of the painting

Page one

The painting “Oral Counting” was painted in 1895, that is, 110 years ago. This is a kind of anniversary of the painting, which is the creation of human hands. What is shown in the picture? Some boys have gathered around the blackboard and are looking at something. Two boys (these are the ones standing in front) have turned away from the board and are remembering something, or maybe counting. One boy whispers something into the ear of a man, apparently a teacher, while the other appears to be eavesdropping.

- Why are they wearing bast shoes?

- Why are there no girls here, only boys?

– Why do they stand with their backs to the teacher?

-What are they doing?

You probably already understood that students and a teacher are depicted here. Of course, the students’ costumes are unusual: some of the guys are wearing bast shoes, and one of the characters in the picture (the one depicted in the foreground) also has a torn shirt. It is clear that this picture is not from our school life. Here is the inscription on the picture: 1895 - the time of the old pre-revolutionary school. The peasants then lived poorly; they and their children wore bast shoes. The artist depicted peasant children here. Only at that time few of them could study even in primary school. Look at the picture: after all, only three of the students are wearing bast shoes, and the rest are in boots. Obviously, the guys are from rich families. Well, why girls are not depicted in the picture is also not difficult to understand: after all, at that time, girls, as a rule, were not accepted into school. Studying was “not their business,” and not all of the boys studied.

Page two

This painting is called “Oral Counting”. Look how intently the boy depicted in the foreground of the picture thinks. Apparently the teacher gave me a difficult task. But this student will probably finish his work soon, and there shouldn’t be any mistakes: he takes mental arithmetic very seriously. But the student who whispers something in the teacher’s ear has apparently already solved the problem, but his answer is not entirely correct. Look: the teacher listens to the student’s answer carefully, but there is no approval on his face, which means the student did something wrong. Or maybe the teacher is patiently waiting for others to count correctly, just like the first one, and therefore is in no hurry to approve his answer?

- No, the first one will give the correct answer, the one that stands in front: it’s immediately clear that he is the best student in the class.

What task did the teacher give them? Can't we solve it too?

- But try it.

I will write on the board the way you are used to writing:

(10 10+11 11+12 12+13 13+14 14):365

As you can see, each of the numbers 10, 11, 12, 13 and 14 must be multiplied by itself, the results added, and the resulting amount divided by 365.

– That’s the problem (you can’t solve such an example quickly, especially in your head). Still, try to count verbally; I will help you in difficult places. Ten ten is 100, everyone knows that. Eleven multiplied by eleven is also not difficult to calculate: 11 10 = 110, and even 11 is 121 in total. 12 12 is also not difficult to calculate: 12 10 = 120, and 12 2 = 24, and the total will be 144. I also calculated that 13·13=169 and 14·14=196.

But while I was multiplying, I almost forgot what numbers I got. Then I remembered them, but these numbers still need to be added, and then the sum divided by 365. No, you won’t be able to calculate this yourself.

- We'll have to help a little.

– What numbers did you get?

– 100, 121, 144, 169 and 196 – many have counted this.

– Now you probably want to add all five numbers at once, and then divide the results by 365?

- We will do it differently.

- Well, let's add the first three numbers: 100, 121, 144. How much will it be?

– How much should you divide by?

– Also at 365!

– How much do you get if the sum of the first three numbers is divided by 365?

- One! – everyone will already understand this.

– Now add up the remaining two numbers: 169 and 196. How much do you get?

– Also 365!

– Here’s an example, and a very simple one. It turns out there are only two!

- Only to solve it, you need to know well that the sum can be divided not all at once, but in parts, each term separately, or in groups of two or three terms, and then add up the resulting results.

Page three

This painting is called “Oral Counting”. It was written by the artist Nikolai Petrovich Bogdanov-Belsky, who lived from 1868 to 1945.

Bogdanov-Belsky knew his little heroes very well: he grew up among them and was once a shepherd. “...I am the illegitimate son of a poor little girl, that’s why Bogdanov, and Belsky became named after the district,” the artist said about himself.

He was lucky enough to get into the school of the famous Russian teacher Professor S.A. Rachinsky, who noticed the boy’s artistic talent and helped him get art education.

N.P. Bogdanov-Belsky graduated from the Moscow School of Painting, Sculpture and Architecture, studied with such famous artists as V.D. Polenov, V.E. Makovsky.

Many portraits and landscapes were painted by Bogdanov-Belsky, but in people’s memory he remained, first of all, as an artist who was able to poetically and truly tell about smart rural children who greedily sought knowledge.

Who among us is not familiar with the paintings “At the School Door”, “Beginners”, “Essay”, “Village Friends”, “At the Sick Teacher”, “Voice Test” - these are the names of just a few of them. Most often the artist depicts children at school. Charming, trusting, focused, thoughtful, full of lively interest and always marked by natural intelligence - this is how Bogdanov-Belsky knew and loved peasant children, and who immortalized them in his works.

Page four

The artist depicted real-life students and a teacher in this picture. From 1833 to 1902 lived the famous Russian teacher Sergei Alexandrovich Rachinsky, a remarkable representative of Russian educated people of the century before last. He was a Doctor of Natural Sciences and a professor of botany at Moscow University. In 1868 S.A. Rachinsky decides to go to the people. “He is passing the exam” for the title of teacher primary classes. Using his own funds, he opens a school for peasant children in the village of Tatyevo, Smolensk province, and becomes a teacher there. So, his students calculated so well orally that all visitors to the school were surprised. As you can see, the artist depicted S.A. Rachinsky together with his students at a lesson in oral problem solving. By the way, the artist himself N.P. Bogdanov-Belsky was a student of S.A. Rachinsky.

This picture is a hymn to the teacher and student.

In one of the halls Tretyakov Gallery can be seen famous painting artist N.P. Bogdanov-Belsky “Oral calculation”. It depicts a lesson in a rural school. The classes are taught by an old teacher. Village boys in poor peasant shirts and bast shoes crowded around. They are focused and enthusiastically solving the problem proposed by the teacher... The plot is familiar to many from childhood, but not many know that this is not the artist’s imagination and behind all the characters in the picture are real people, painted by him from life - people whom he knew and loved, and most importantly character- an elderly teacher, a man who played a key role in the artist’s biography. His fate is surprising and extraordinary - after all, this man is a wonderful Russian educator, teacher of peasant children, Sergei Alexandrovich Rachinsky (1833-1902)

N.P. Bogdanov-Belsky "Oral calculation in public school Rachinsky" 1895.

Future teacher S.A. Rachinsky.

Sergei Alexandrovich Rachinsky was born on the Tatevo estate, Belsky district, Smolensk province, into a noble family. His father Alexander Antonovich Rachinsky, a former participant in the December movement, was exiled to his family estate of Tatevo for this. Here on May 2, 1833 the future teacher was born. His mother was sister poet E.A. Baratynsky and the Rachinsky family closely communicated with many representatives of Russian culture. In the family, parents paid great attention comprehensive education for their children. All this was very useful to Rachinsky in the future. Having received an excellent education at the Faculty of Natural Sciences of Moscow University, he travels a lot, gets acquainted with interesting people, studies philosophy, literature, music and much more. After a while he writes several scientific works and received a doctorate and a professorship in botany at Moscow University. But his interests were not limited to scientific frameworks. The future rural teacher was studying literary creativity, wrote poetry and prose, played the piano perfectly, and was a collector of folklore - folk songs and handicrafts. Khomyakov, Tyutchev, Aksakov, Turgenev, Rubinstein, Tchaikovsky and Tolstoy often visited his apartment in Moscow. Sergei Alexandrovich was the author of the libretto for two operas by P.I. Tchaikovsky, who listened to his advice and recommendations and dedicated his first string quartet to Rachinsky. With L.N. Tolstoy Rachinsky had friendly and family relations, since the niece of Sergei Alexandrovich, the daughter of his brother, the rector of the Petrovsky (now Timiryazevsky) Academy Konstantin Aleksandrovich Rachinsky, Maria was the wife of Sergei Lvovich, Tolstoy’s son. The correspondence between Tolstoy and Rachinsky is interesting, full of discussions and disputes about public education.

In 1867, due to prevailing circumstances, Rachinsky left his professorship at Moscow University, and with it all the bustle of metropolitan life, returned to his native Tatevo, opened a school there and devoted himself to teaching and raising peasant children. A few years later, the Smolensk village of Tatevo becomes famous throughout Russia. Education and service to the common people from now on will become the work of his whole life.

Professor of botany at Moscow University Sergei Aleksandrovich Rachinsky.

Rachinsky is developing an innovative, unusual for that time, system of teaching children. The combination of theoretical and practical studies becomes the basis of this system. During the lessons, children were taught various crafts needed by peasants. The boys learned carpentry and bookbinding. We worked in the school garden and apiary. Natural history lessons were held in the garden, field and meadow. The pride of the school is the church choir and icon-painting workshop. At his own expense, Rachinsky built a boarding school for children coming from far away and without housing.

N.P. Bogdanov-Belsky "Sunday reading of the Gospel at the Rachinsky public school" 1895. In the picture, second from the right is S.A. Rachinsky.

The children received a varied education. In arithmetic lessons, we not only learned how to add and subtract, but also mastered the elements of algebra and geometry, in an accessible and exciting form for children, often in the form of a game, making amazing discoveries along the way. It is precisely this discovery of number theory that is depicted in school board in the painting "Oral Account". Sergei Alexandrovich let the children decide interesting tasks and they definitely had to be solved orally, in the mind. He said: “You can’t run to the field for a pencil and paper, you have to be able to count in your head.”

S. A. Rachinsky. Drawing by N.P. Bogdanov-Belsky.

One of the first to go to Rachinsky's school was the poor peasant shepherd Kolya Bogdanov from the village of Shitiki, Belsky district. In this boy, Rachinsky recognized the talent of a painter and helped him develop, taking full responsibility for his future artistic education. In the future, all the work of the Itinerant artist Nikolai Petrovich Bogdanov-Belsky (1868-1945) will be dedicated to peasant life, school and his beloved teacher.

In the painting “On the Threshold of School,” the artist captured the moment of his first acquaintance with Rachinsky’s school.

N.P. Bogdanov-Belsky "On the threshold of school" 1897.

But what is the fate of the Rachinsky public school in our time? Is the memory of Rachinsky preserved in Tatev, once famous throughout Russia? These questions worried me in June 2000, when I first went there.

And finally, it is in front of me, spread out among green forests and fields, the village of Tatevo in Belsky district, the former Smolensk province, and nowadays classified as part of the Tver region. It was here that the famous Rachinsky school was created, which so influenced the development of public education in pre-revolutionary Russia.

At the entrance to the estate, I saw the remains of a regular park with linden alleys and centuries-old oak trees. Picturesque lake V clear waters which the park is reflected. The lake of artificial origin, fed by springs, was dug under S.A. Rachinsky’s grandfather, St. Petersburg Chief of Police Anton Mikhailovich Rachinsky.

Lake on the estate.

And so I approach a dilapidated manor house with columns. Only the skeleton of the majestic building, built at the end of the 18th century, now remains. Restoration of the Trinity Church has begun. Near the church, the grave of Sergei Aleksandrovich Rachinsky is a modest stone slab with the Gospel words inscribed on it at his request: “Man will not live on bread alone, but on every word that comes from the mouth of God.” There, among the family tombstones, his parents, brothers and sisters rest.

A manor's house in Tatev today.

In the fifties, the landowner's house began to gradually collapse. Subsequently, the destruction continued, reaching its full apogee in the seventies of the last century.

Landlord's house in Tatev during Rachinsky's time.

Church in Tatev.

The wooden school building has not survived. But the school was preserved in another two-story brick house, the construction of which was planned by Rachinsky, but carried out shortly after his death in 1902. This building, designed by a German architect, is considered unique. Due to a design error, it turned out to be asymmetrical - one wing is missing. Only two more buildings were built according to the same design.

The Rachinsky school building today.

It was nice to know that the school is alive, active and in many ways superior to the capital’s schools. In this school, when I arrived there, there were no computers or other modern innovations, but there was a festive, creative atmosphere; teachers and children showed a lot of imagination, freshness, invention and originality. I was pleasantly surprised by the openness, warmth, and cordiality with which the students and teachers, led by the school director, greeted me. The memory of its founder is cherished here. IN school museum they take care of relics associated with the history of the creation of this school. Even the external design of the school and classrooms was bright and unusual, so different from the standard, official design that I had seen in our schools. These are windows and walls originally decorated and painted by the students themselves, and a code of honor invented by them hanging on the wall, and their own school anthem and much more.

Memorial plaque on the wall of the school.

Within the walls of the Tatev school. These stained glass windows were made by the school students themselves.

At the Tatev school.

At the Tatev school.

At the Tatev school today.

Museum N.P. Bogdanov-Belsky in former house manager

N.P. Bogdanov-Belsky. Self-portrait.

All the characters in the painting “Oral Account” are painted from life and in them the residents of the village of Tatevo recognize their grandfathers and great-grandfathers. I want to talk a little about how the lives of some of the boys depicted in the picture turned out. Local old-timers who knew some of them personally told me about this.

S.A. Rachinsky with his students on the threshold of a school in Tatev. June 1891.

N.P. Bogdanov-Belsky "Oral arithmetic in the Rachinsky public school" 1895.

Many people think that the artist depicted himself in the boy depicted in the foreground of the picture - in fact, this is not so, this boy is Vanya Rostunov. Ivan Evstafievich Rostunov was born in 1882 in the village of Demidovo into a family of illiterate peasants. Only at the age of thirteen I entered the Rachinsky public school. Subsequently, he worked on a collective farm as an accountant, saddler, and postman. Lacking a mail bag, before the war he carried letters in a cap. Rostunov had seven children. They all studied in Tatev high school. Of these, one was a veterinarian, another was an agronomist, another was a military man, one was a livestock specialist’s daughter, and another daughter was a teacher and director of the Tatev school. One son died during the Great Patriotic War, and another, upon returning from the war, soon died from the consequences of injuries received there. Until recently, Rostunov’s granddaughter worked as a teacher at the Tatev school.

The boy standing on the far left in boots and a purple shirt is Dmitry Danilovich Volkov (1879-1966), who became a doctor. During Civil War worked as a surgeon in a military hospital. During the Great Patriotic War he was a surgeon in a partisan unit. IN peacetime treated residents of Tatev. Dmitry Danilovich had four children. One of his daughters was a partisan in the same detachment as her father and died heroically at the hands of the Germans. Another son was a participant in the war. The other two children are a pilot and a teacher. The grandson of Dmitry Danilovich was the director of the state farm.

The fourth from the left, the boy depicted in the picture is Andrei Petrovich Zhukov, he became a teacher, worked as a teacher in one of the schools created by Rachinsky and located a few kilometers from Tatev.

Andrei Olkhovnikov (second from the right in the picture) also became a prominent teacher.

The boy on the far right is Vasily Ovchinnikov, a participant in the first Russian revolution.

The boy, daydreaming and with his hand behind his head, is Grigory Molodenkov from Tatev.

Sergei Kupriyanov from the village of Gorelki whispers in the teacher’s ear. He was the most talented in mathematics.

The tall boy, lost in thought at the blackboard, is Ivan Zeltin from the village of Pripeche.

The permanent exhibition of the Tatev Museum tells about these and other residents of Tatev. There is a section dedicated to the genealogy of each Tatev family. Merits and achievements of grandfathers, great-grandfathers, fathers and mothers. The achievements of the new generation of students of the Tatev school are presented.

Peering into the open faces of today's Tatev schoolchildren, so similar to the faces of their great-grandfathers from the painting by N.P. Bogdanov-Belsky, I thought that maybe the source of spirituality on which the Russian pedagogue ascetic, my ancestor Sergei Alexandrovich Rachinsky so strongly relied, may not have completely died out.

Many have seen the picture “Mental arithmetic in a public school.” The end of the 19th century, a public school, a blackboard, an intelligent teacher, poorly dressed children, 9–10 years old, enthusiastically trying to solve a problem written on the blackboard in their minds. The first person to decide tells the answer to the teacher in a whisper, so that others do not lose interest.

Now let's look at the problem: (10 squared + 11 squared + 12 squared + 13 squared + 14 squared) / 365 =???

Crap! Crap! Crap! Our children at the age of 9 will not solve such a problem, at least in their minds! Why were grimy and barefoot village children taught so well in a one-room wooden school, but our children were taught so poorly?!

Don't rush to be indignant. Take a closer look at the picture. Don’t you think that the teacher looks too intelligent, somehow like a professor, and is dressed with obvious pretension? Why is there such a high ceiling and an expensive stove with white tiles in the school classroom? Is this really what village schools and their teachers looked like?

Of course, they didn't look like that. The painting is called "Oral arithmetic in the public school of S.A. Rachinsky." Sergei Rachinsky is a professor of botany at Moscow University, a man with certain government connections (for example, a friend of the Chief Prosecutor of the Synod Pobedonostsev), a landowner - in the middle of his life he abandoned all his affairs, went to his estate (Tatevo in the Smolensk province) and started a business there (of course, for own account) experimental public school.

The school was one-class, which did not mean that they taught there for one year. In such a school they taught for 3-4 years (and in two-year schools - 4-5 years, in three-year schools - 6 years). The word one-class meant that children of three years of study form a single class, and one teacher teaches them all within one lesson. It was a rather tricky business: while the children of one year of study were doing some kind of written exercise, the children of the second year were answering at the blackboard, the children of the third year were reading a textbook, etc., and the teacher alternately paid attention to each group.

Rachinsky's pedagogical theory was very original, and its different parts somehow did not fit together well. Firstly, Rachinsky considered the basis of education for the people to be teaching the Church Slavonic language and the Law of God, and not so much explanatory as consisting in memorizing prayers. Rachinsky firmly believed that a child who knew a certain number of prayers by heart would certainly grow up to be a highly moral person, and the very sounds of the Church Slavonic language would already have a moral-improving effect.

Secondly, Rachinsky believed that it was useful and necessary for peasants to quickly count in their heads. Rachinsky had little interest in teaching mathematical theory, but he did very well in mental arithmetic at his school. The students firmly and quickly answered how much change per ruble should be given to someone who buys 6 3/4 pounds of carrots at 8 1/2 kopecks per pound. Squaring, as depicted in the painting, was the most complex mathematical operation studied in his school.

And finally, Rachinsky was a supporter of very practical teaching of the Russian language - students were not required to have any special spelling skills or good handwriting, and they were not taught theoretical grammar at all. The main thing was to learn to read and write fluently, albeit in clumsy handwriting and not very competently, but clearly, something that could be useful to a peasant in everyday life: simple letters, petitions, etc. Even at Rachinsky’s school, some manual labor, the children sang in chorus, and that was where all the education ended.

Rachinsky was a real enthusiast. School became his whole life. Rachinsky’s children lived in a dormitory and were organized into a commune: they performed all the maintenance work for themselves and the school. Rachinsky, who had no family, spent all his time with children from early morning until late evening, and since he was a very kind, noble person and sincerely attached to children, his influence on his students was enormous. By the way, Rachinsky gave the first child who solved the problem a carrot (in the literal sense of the word, he didn’t have a stick).

Sami school activities occupied 5–6 months of the year, and the rest of the time Rachinsky worked individually with older children, preparing them for admission to various educational institutions of the next level; the primary public school was not directly connected with others educational institutions and after it it was impossible to continue training without additional preparation. Rachinsky wanted to see the most advanced of his students as teachers primary school and priests, so he prepared children mainly for theological and teacher seminaries. There were also significant exceptions - first of all, this was the author of the picture himself, Nikolai Bogdanov-Belsky, whom Rachinsky helped to get into Moscow school painting, sculpture and architecture. But, oddly enough, leading peasant children along the main path of an educated person is a gymnasium / university / civil service- Rachinsky did not want to.

Rachinsky wrote popular pedagogical articles and continued to enjoy a certain influence in the capital's intellectual circles. The most important was the acquaintance with the ultra-influential Pobedonostsev. Under a certain influence of Rachinsky's ideas, the religious department decided that the zemstvo school would be of no use - the liberals would not teach children anything good - and in the mid-1890s they began to develop their own independent network of parochial schools.

In some ways, parochial schools were similar to Rachinsky's school - they had a lot of Church Slavonic language and prayers, and other subjects were correspondingly reduced. But, alas, the advantages of the Tatev school were not passed on to them. The priests had little interest in school affairs, ran the schools under pressure, did not teach in these schools themselves, and hired the most third-rate teachers, and paid them noticeably less than in zemstvo schools. The peasants did not like the parochial school, because they realized that they hardly taught anything useful there, and they were of little interest in prayers. By the way, it was the teachers of the church school, recruited from pariahs of the clergy, who turned out to be one of the most revolutionized professional groups of that time, and it was through them that socialist propaganda actively penetrated into the village.

Now we see that this is a common thing - any original pedagogy, designed for the deep involvement and enthusiasm of the teacher, immediately dies during mass reproduction, falling into the hands of uninterested and lethargic people. But for that time it was a big bummer. Parochial schools, which by 1900 made up about a third of primary public schools, turned out to be disliked by everyone. When, starting in 1907, the state began to send primary education a lot of money, there was no talk of passing subsidies to church schools through the Duma; almost all the funds went to the zemstvo residents.

The more widespread zemstvo school was quite different from Rachinsky’s school. To begin with, the Zemstvo people considered the Law of God completely useless. It was impossible to refuse his teaching, according to political reasons, so the zemstvos pushed him into a corner as best they could. The law of God was taught by an underpaid and neglected parish priest, with corresponding results.

Mathematics in the zemstvo school was taught worse than in Rachinsky, and in a smaller volume. The course ended with operations with simple fractions and non-metric system of measures. The teaching did not go as far as exponentiation, so ordinary elementary school students simply would not understand the problem depicted in the picture.

The zemstvo school tried to turn the teaching of the Russian language into world studies, through the so-called explanatory reading. The technique was that by dictating educational text in Russian, the teacher also further explained to the students what was said in the text itself. In this palliative way, Russian language lessons also turned into geography, natural history, history - that is, into all those developmental subjects that had no place in the short course of a one-grade school.

So, our picture depicts not a typical, but a unique school. This is a monument to Sergei Rachinsky, a unique personality and teacher, the last representative of that cohort of conservatives and patriots, to which the well-known expression “patriotism is the last refuge of a scoundrel” could not yet be attributed. The mass public school was economically much poorer, the mathematics course in it was shorter and simpler, and the teaching was weaker. And, of course, ordinary elementary school students could not not only solve, but also understand the problem reproduced in the picture.

By the way, what method do schoolchildren use to solve a problem on the board? Only straight forward: multiply 10 by 10, remember the result, multiply 11 by 11, add both results, and so on. Rachinsky believed that the peasant did not have writing materials at hand, so he taught only oral methods of counting, omitting all arithmetic and algebraic transformations, requiring calculations on paper.

P.S. For some reason, the picture shows only boys, while all the materials show that Rachinsky taught children of both sexes. I couldn't figure out what this means.

And finally, Rachinsky was a supporter of very practical teaching of the Russian language - students were not required to have any special spelling skills or good handwriting, and they were not taught theoretical grammar at all. The main thing was to learn to read and write fluently, albeit in clumsy handwriting and not very competently, but clearly, something that could be useful to a peasant in everyday life: simple letters, petitions, etc. Even at Rachinsky’s school, some manual labor was taught, children sang in chorus, and that was where all the education ended.

School classes themselves took 5–6 months a year, and the rest of the time Rachinsky individually studied with older children, preparing them for admission to various educational institutions of the next level; The primary public school was not directly connected with other educational institutions and after it it was impossible to continue education without additional preparation. Rachinsky wanted to see the most advanced of his students become primary school teachers and priests, so he prepared children mainly for theological and teacher seminaries. There were also significant exceptions - first of all, the author of the picture himself, Nikolai Bogdanov-Belsky, whom Rachinsky helped to get into the Moscow School of Painting, Sculpture and Architecture. But, oddly enough, Rachinsky did not want to lead peasant children along the main path of an educated person - gymnasium / university / public service.

Now we see that this is a common thing - any original pedagogy, designed for the deep involvement and enthusiasm of the teacher, immediately dies during mass reproduction, falling into the hands of uninterested and lethargic people. But for that time it was a big bummer. Parochial schools, which by 1900 made up about a third of primary public schools, turned out to be disliked by everyone. When, starting in 1907, the state began to allocate a lot of money to primary education, there was no question of passing subsidies to church schools through the Duma; almost all the funds went to the zemstvo residents.

The more widespread zemstvo school was quite different from Rachinsky’s school. To begin with, the Zemstvo people considered the Law of God completely useless. It was impossible to refuse to teach him for political reasons, so the zemstvos pushed him into a corner as best they could. The law of God was taught by an underpaid and neglected parish priest, with corresponding results.

Mathematics in the zemstvo school was taught worse than in Rachinsky, and in a smaller volume. The course ended with operations with simple fractions and the non-metric system of measures. The teaching did not go as far as exponentiation, so ordinary elementary school students simply would not understand the problem depicted in the picture.

The zemstvo school tried to turn the teaching of the Russian language into world studies, through the so-called explanatory reading. The technique consisted in the fact that while dictating an educational text in the Russian language, the teacher also additionally explained to the students what was said in the text itself. In this palliative way, Russian language lessons also turned into geography, natural history, history - that is, into all those developmental subjects that had no place in the short course of a one-grade school.

By the way, what method do schoolchildren use to solve a problem on the board? Only straight forward: multiply 10 by 10, remember the result, multiply 11 by 11, add both results, and so on. Rachinsky believed that the peasant did not have writing materials at hand, so he taught only oral counting techniques, omitting all arithmetic and algebraic transformations that required calculations on paper.

For some reason, the picture shows only boys, while all the materials show that Rachinsky taught children of both sexes. What this means is unclear.