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Yulia Ivanovna Fausek(Andrusova; June 3, Kerch - Leningrad) - Russian teacher in the field of preschool education and primary education, sister of geologist and paleontologist Academician N.I. Andrusov, wife of biologist Professor of Moscow University V.A. Fausek.

Biography

Born into the family of a navigator of the Russian Shipping and Trade Society; I lost my father early. Studied in Kerch women's gymnasium; in 1884 she graduated from the Higher Women's (Bestuzhev) Courses. She taught biology in secondary women's educational institutions in St. Petersburg, continuing to study science.

Later, having moved away from biological science, she began to deal with problems preschool pedagogy. She visited Italy to study the pedagogical method of Maria Montessori and became the most prominent promoter of this method in Russia. In May 1918 she opened the first kindergarten in Petrograd, working according to the Montessori system. It was attended by 200 children aged from one to nine years.

In the 1920s she taught at the Institute of Preschool Education and. In 1930, new methods in pedagogy were prohibited for ideological reasons; Nevertheless, Yu. I. Fausek continued to develop Montessori ideas.

Memory

In the city of Kerch, on Aivazovsky Street, the house in which the Andrusovs spent their childhood has been preserved in a dilapidated state.

Selected works

Andrusova Yu. I. Ciliates of Kerch Bay: From the works of Zool. Sib laboratory un-ta. - St. Petersburg. : type. V. Demakova, 1886. - 24 p. - (Ot. from // St. Petersburg. Society of Naturalists / Tr. – 1886. – T. 17, Issue 1.).
Geometry in the Montessori elementary school / Trans. from Italian: J. Fausek. - [Pg.]: The beginnings of knowledge, 1922. - 24 p.
Taubman V.V., Fausek Yu.I. Theory and practice of Montessori kindergarten. - Pg.; M.: Mysl, 1923. - 133 p.
Fausek Yu. I. Paper kingdom: Cutting out of colored paper as a tool for teaching “subject lessons”: Vol. 1. - St. Petersburg. : Y. Bashmakov and K˚, 1912. - 31 p.
Fausek Yu. I. Montessori grammar for young children. - M.; L.: State. publishing house, 1928. - 76 p. - (B-teacher). - 4000 copies.
Fausek Yu. I. Montessori kindergarten: Experiences and observations during seven years of work in kindergartens according to the Montessori system. - Berlin; Pb.; M.: Z. I. Grzhebin, 1923. - 215 p. || Montessori kindergarten: Experiences and observations during twelve years of work in kindergartens according to the Montessori system. - 2nd ed., rev. - M.; L.: Gosizdat, 1926. - 224 p. - (B-teacher).
Fausek Yu. I. The importance of drawing in a Montessori school: Experiments and observations. - Petersburg: Time, 1923. - 62 p.
Fausek Yu. I. How Baba Yaga lives. - St. Petersburg. : O. N. Popova’s company, 1913. - 16 p.
Fausek Yu. I. How Natasha and Kolya lived: [Stories for children]. - M.: Posrednik, 1928. - T. 1–6. - 67 s. - (Book 1. On the street; Book 2. At home; Book 3. Visiting grandmother; Book 4. In the garden in autumn; Book 5. In the garden in winter; Book 6. Comrades).
Fausek Yu. I. Montessori method in Russia. - Pg. : Time, 1924. - 82 p.
Fausek Yu. I. A month in Rome in the “Children's Home” of Maria Montessori. - Pg. : type. M. Volkova, 1915. - 189 p.
Fausek Yu. I. On attention in young children (according to Montessori): Report, read. in psychology laboratories Pedagogical museum. - Pg. : The Beginnings of Knowledge, 1922. - 16 p. - (Pedagogical library, No. 9).
Fausek Yu. I. Teaching literacy and speech development according to the Montessori system. - M.: State. publishing house, 1922. - 107 p. || . - L., 1924. - 113 p.
Fausek Yu. I. Teaching numeracy using the Montessori system. - L.: State. publishing house, 1924. - 120 p. - (Textbooks and teaching aids for labor schools).
Fausek Yu. I. The Kidnapped Princess: Dramatic. fairy tale in 4 days for children. theater - St. Petersburg. : type. acc. Brockhaus-Efron Islands, 1909. - 36 p.
Fausek Yu. I. Development of intelligence in young children (according to Montessori). - Pg. : The Beginnings of Knowledge, 1922. - 23 p. - (Pedagogical library, No. 10).
Fausek Yu. I. Independent studies for students in grades 1–4. - L., 1940. - 48 p. - 1500 copies.
Fausek Yu. I. Montessori school material: Literacy and numeracy. - M.; L.: State. publishing house, 1929. - 118 p. - (B-teacher). - 4000 copies.
Fausek Yu. I., Sidorova M. A. How we do it. - Petersburg: Lights, 1922. - 20 p.
Montessori school didactic material processed by Yu. I. Fausek. - M.: State. publishing house, 1930. - 210 p. - 5000 copies.

Notes

Links

Boguslavsky M.V., Sorokov D.G. Yu. Fausek: 30 years using the Montessori method. - M., 1994.
Brief biography, photography, texts by J. Fausek (Accessed December 30, 2011)
Fokin S.I. Memory lives for centuries // St. Petersburg University. - 2007, October 31. - No. 15 (3763).

Wikimedia Foundation. 2010.

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See what “Fausek, Yulia Ivanovna” is in other dictionaries:

Fausek, Yulia Ivanovna- (1863 1943) teacher, preschool education activist. She taught in secondary schools in the 20s. At the same time she taught at the Institute of Preschool Education, Leningrad State Pedagogical Institute named after. A.I. Herzen. The most prominent domestic propagandist of M.’s experience... ... Pedagogical terminological dictionary

FAUSEK Yulia Ivanovna- , teacher, activist in the field of preschool. education and beginning education. She graduated from the Bestuzhev courses (1884). She taught science. history on Wed. uch. institutions in the 20s. At the same time she taught at the Inte preschool... ... Russian Pedagogical Encyclopedia

Fausek- Fausek is a surname. Famous speakers: Fausek, Viktor Andreevich (1861 1910) Russian zoologist and entomologist Fausek, Yulia Ivanovna (1863 1942) Russian teacher in the field of preschool education and primary education ... Wikipedia

Fausek, Viktor Andreevich- Wikipedia has articles about other people with the same surname, see Fausek. Victor Andreevich Fausek Date of birth ... Wikipedia

Kerch- This term has other meanings, see Kerch (meanings). City of Kerch, Ukrainian. Kerch Crimean Catholic. Keriç Flag Coat of Arms ... Wikipedia

Andrusov, Nikolai Ivanovich- This term has other meanings, see Andrusov. Nikolai Ivanovich Andrusov ... Wikipedia

Yulia Ivanovna Fausek (Andrusova) Memories

Publication and comments C. I. Fokina; introductory article by S.I. Fokin and O.B. Vakhromeeva

Memories 39

And so I came to the courses as a full-fledged student, and I was absorbed and stunned by thousands of impressions from my surroundings: lectures, professors, students, people in general, conversations, books, St. Petersburg streets, the Hermitage, theaters... All this, like an avalanche, rolled towards me in chaos , which I, still such a small, small girl both physically and mentally, could not understand at all. All this amazed and frightened rather than pleased my mind. And then there is longing, longing “for the homeland,” for the sea, the free air, the sun, the open space to which the eyes are accustomed, for loved ones, for dogs, and so on and so forth. The unfamiliar huge city with its stone houses squeezed me like a vice. I saw the Neva, which many years later I fell in love with St. Petersburg, and then it made a heavy impression on me: lead water, grey sky, and you can’t get close to the water, there’s no shore, there’s a granite barrier everywhere. Little by little I got used to St. Petersburg, but in the spring the melancholy flared up with such force that I could not wait for the day and hour when I could go to Kerch for the holidays. But in Kerch at the end of the summer I was strongly drawn to St. Petersburg again, and I returned to it without melancholy and with pleasure. Nevertheless, “Kerch” (the word itself always sounded somehow special to me) remained for the rest of my life in my soul the most beautiful, slightly fabulous corner globe, in which my childhood and early youth passed, not always joyful, but illuminated by the inner light of dreams and hopes. Kerch, St. Petersburg, Rome and Naples are the best cities for me that I have ever seen. They were destined to absorb my whole life. In the summer, my partner died of consumption. She fell ill in the winter in St. Petersburg, went home and died in a village near Kerch<...>. The three Kerchan girls who graduated from high school with me were all on medical courses, but after Nadya’s death I was the only one at Bestuzhevsky. On the way to St. Petersburg on the train, I met three girls from Ekaterinodar who were going to enroll in the Bestuzhev courses for the first time. We somehow immediately felt sympathy for each other and decided to move in together. On Furshtatskaya we found two rooms, in one of which G.’s sisters lived, in the other I lived with Lisa M., with whom I lived all the time until the end of the course 40. At that time in St. Petersburg it was not difficult to find a room: almost every house in the areas where higher educational institutions were located had a lot of tickets on the gates with advertisements for rooms for rent... but the landladies, who willingly allowed students to come to them, were very often slammed the door in the students' faces very impolitely<...>. In general, students in society at that time were looked at askance and with suspicion; female students - this was still new and had not become part of everyday life.<...>. In this second year of my life in St. Petersburg, my life was somewhat easier financially: firstly, I always had lessons, and secondly, my cohabitants did not need - each of them received 20-25 rubles a month from their parents, which in those days amounted to a decent amount of money, and I (earning 18-20 rubles a month) could always borrow from them when I didn’t have enough. In general, in those days, the budget of a young student (student or student) fluctuated on average between 15 and 30 rubles (there were, of course, those who received less, but there were very few of them, and they somehow got by with the help of their comrades). Fifteen rubles was not enough, and thirty for a student was almost wealth, but for a student 25-30 was only enough, since he, as a man, needed more food and even tobacco<...>. The first year of my stay on the course was, in fact, almost completely lost for learning. For almost three months, thanks to the uncertainty of my situation, I did not listen well to lectures and did not study well. Thanks to poor nutrition, often almost a hunger strike, a southern woman’s complete unadaptedness to life in the north in terms of clothing (I remember how one winter I was making my way through the deep snow to the Champ de Mars in a light coat and Prunel boots without galoshes, it seemed to me that I was wandering through a snowy desert and I will never reach a warm shelter). Thanks to the penny lessons, which I had to spend a lot of time on, I studied in fits and starts, could not attend all the lectures, but by some miracle I still managed to pass the exams in the spring and move on to the second year<...>. Having started talking about lessons, I can’t help but devote a few words to them. I lived on Furshtatskaya (now Voinova Street), and my first lesson was on Podolskaya (close to the Technological Institute). I had to walk every day. I left after lectures, often without finishing listening to one or two of them (lectures were given in two shifts due to the cramped space of the courses: from 9 a.m. to 4-5 for students in the physics, mathematics and natural history departments, and from 4 to x-5 to 10 pm for words)<...>. This took a lot of time, and I returned home late, tired of clueless students and a long walk back and forth (I was paid 15 rubles during the lesson and I couldn’t spend it on a horse-drawn car). It was difficult to study, I wanted to sleep, and I only used the morning hours for my studies (from 6-7 to 8 U2) before lectures<...>. I only had two students left, and instead of fifteen rubles, they offered me eight rubles as a reward. For fear of being left completely without money, I had to agree before finding another lesson. Soon I learned another lesson, very far away - on Vasilievsky Island, at the end of Maly Prospekt, from a widow, a landlady. She had an only daughter, a quiet and affectionate eight-year-old girl, whom I was supposed to teach. The lesson was enjoyable, but the ride was very far. I walked to the beginning of Nevsky and at the Alexander Garden I got into a public sleigh (it was winter), which at that time was called “Forty Martyrs” by those who rode on it, and rode on it all the way to the house where my lesson was. A pair of shaggy horses, driven by a coachman in a warm overcoat with a lamb collar and a square hat with a fur trim, slowly trudged for almost an hour to my point. Two hours of travel in a sleigh and almost two hours of walking from Furshtatskaya Street to the Alexander Garden, and after giving three hours of classes, in total- six to seven hours a day were lost for my personal study. I even liked riding the “Forty Martyrs” (at that time I could spend 6 kopecks every day on this ride, since I was paid 20 rubles during the lesson. I was interested in the riding itself (by that time I had a warm coat that my mother sent me , and galoshes); occupied by sled passengers: these were for the most part old officials in frieze overcoats with capes and amazing old ladies from the galley harbor in huge satin cloaks and hoods with large reticules, in which they carried all sorts of things they acquired in the “city”. They went to visit, shop or pray to Isaac and the Kazan Cathedral<...>. I had these lessons in the first year of my life in St. Petersburg. IN next year, when I was already in my second year, I was immediately lucky: I learned a very good lesson in a family that I always remember<...>. I received 18 rubles and lunch per lesson, which in those days was considered excellent earnings, for five days of work (Saturday and Sunday were free). I spent about five hours in class, but spent much less time on moving: according to my means, I could ride in a horse-drawn horse<...>. I taught the children an hour before lunch and two to three hours after lunch. The children were very sweet and affectionate, but I spent half a day, and sometimes more, in class; I had two to three hours left for my personal classes, and it was Saturday and Sunday too<...>. Returning again to the first year of my stay in St. Petersburg: two unforgettable facts from this time remained in my life. At the university and in our courses that year, the lectures of the philosopher, then still a private assistant professor, Vladimir Solovyov 41 were extremely popular. They were constantly talked about, admired, and the auditoriums were always packed with listeners. With us, he read the history of philosophy in the third year of the literature department, but all the other courses and other departments crowded his lectures and took places by battle (in the very large audience). I got hit twice too. I did not understand anything from what Solovyov read, but his appearance, manner of reading and his entire environment remained forever in my memory. He sat with his head bowed low; long wavy black hair fell over his pale, ascetic face, illuminated by the flickering light of two candles under green caps. Closed eyes, crossed, white, like dead hands with long fingers, a dull, deep voice, fragmentary words, long pauses... And suddenly he stood up to his full tall, special height, looked around the audience with a piercing gaze of large, seemingly huge eyes, extended his hand and , pointing somewhere into space, uttered a few words especially sharply and accurately and sat down again. There were cases when some very nervous people could not stand it and felt sick. Sometimes Solovyov, instead of a regular, current lecture, delivered an accusatory speech about some event in public life. So one day (I just happened to attend such a lecture) he began to talk about the Jewish pogroms that were taking place at that time in the south; the speech, at first dull and abrupt, became more and more fiery, and the voice sounded like a bell, indignant and accusatory words against the government flowed uncontrollably. We were all deeply shocked and left the audience in silence, and Solovyov was ordered to leave St. Petersburg that same night. He left for the Khitrovo estate near Moscow, and a month later he was allowed to return and lecture again. This was in December, and in March he had to leave St. Petersburg not for a month, but for a year, and for this reason. He gave a series of lectures, I don’t remember on what philosophy, in the hall of the Credit Society (next to Public library). A certain number of tickets were sent to us for courses. By a lucky chance, I also got a ticket to one such lecture. It was at the end of March (1881) in those days when the trial of the murderers of Alexander II (Zhelyabov, Perovskaya, etc.) took place. There was great excitement in society; in higher educational institutions (including ours) meetings took place every day - what would be the verdict... I came to the lecture. There was a very diverse audience in the hall: many military men, smart ladies, students, female students. Solovyov came out and instead of another lecture he started talking about Christianity, that one should not take revenge, that Christ taught to forgive one’s enemies, to forgive all evil, no matter how great it was inflicted on us, that is, there is human judgment and there is judgment divine, and therefore the divine judgment must be recognized, and not human. That the trial of the regicides is now taking place, and, of course, the sentence will be the most severe, but the king, if he is a Christian, must forgive the criminals and give them life, and if he does not do this, then we will not get out of this circle of murders and will renounce the king (real words of Solovyov)... Such is the in short words was the meaning of his speech. The lecture was passed around in hectographic form, we all copied it - I had it too (I kept it for a long time, then got lost). Solovyov barely managed to say last words when an unimaginable noise arose, the majority hurried to leave as quickly as possible, the youth rushed forward to the pulpit, some officer raised his fists in the very face of the lecturer. Solovyov crossed his arms and calmly said: “I do not recognize the right of the fist, but if you want, hit.” The police entered the hall, dispersed those present, Solovyov was taken home, and the next day he was expelled from St. Petersburg - and we did not hear from him for a whole year. Everyone was worried about the question of whether Solovyov’s words reached the tsar and how he would respond to them. Several days passed after Solovyov’s lecture, and the verdict was passed on the regicides: the death penalty. We were all depressed, but still hoped for forgiveness. On one of the last days of March (I don’t remember the exact date, I think it was the 27th), early in the morning I went to class along Nadezhdinskaya (now Mayakovsky) street. It was quiet, the city had not yet fully woken up. Suddenly I heard some noise behind me: human voices, the rumble of carts, and all this was drowned out by the beating of drums. Some people and policemen ran past me with leaflets in their hands, which they pasted on the walls of houses. I read: an announcement about the execution of regicides. It is impossible to express in words the confusion that took possession of me. People running past me pushed and pressed me against the wall. I jumped into the nearest entrance, where several people were already standing... and I saw (involuntarily saw) the entire terrible procession heading to the Semenovsky parade ground. I saw everyone: Zhelyabov, Perovskaya, Kibalchich 42... Zhelyabov sat proudly... He tried to say something, but the drumbeat drowned out his words... I closed my eyes and when the soldiers and the crowd passed by the entrance and cleared the way , rushed headlong to run home to Furshtatskaya Street. My live-in girlfriend, roommate and medical student had not yet left home, and I brought them the terrible news. We sat shocked, unable to find words to express our feelings... Andryusha Zhelyabov... Arose in front of me childhood memory: I was only six years old, Andryusha Zhelyabov studied at the Kerchin gymnasium, in the eighth grade, lived with the “mistress”, gave lessons to the son of General Nelidov (a local aristocrat). The general said: “Zhelyabov is a good young man, but funny and strange. I enter the room where he is studying with Seryozha, I say “hello,” and he puts his hands behind his back so as not to shake me; you see, I am a general, and he is a nihilist.. . God be with him - let him teach Seryozha well, he won’t teach him nihilism, he’s still small, and he’s a fool, he won’t understand.” The general was good-natured. At one time, an old aunt, my mother’s older sister, lived in our house, and my cousin’s aunt had high school students living in her apartment: one of them was Misha May-Boroda, famous later singer of Russian opera in St. Petersburg. This Misha often came running to my aunt during the big break at the gymnasium, bringing his comrades with him: they helped her chop coal for the stove, and she fed them breakfast. Sometimes Zhelyabov also came. I remember how my family praised him, saying: “What a good boy Andryusha, how handsome!" One day I was standing at the gate of our yard. Suddenly the gate opened, and a tall, curly-haired high school student entered the yard - it was Andryusha Zhelyabov. Seeing me, he grabbed me in his arms and put me on his back. “Hold on tight,” he said. “Now we’ll rush as fast as we can.” I grabbed his neck, and he began to jump all over the yard until his aunt and Misha called him to breakfast... My God, today I saw... no, I can’t tell, what I was worried about in those hours! We went to the courses. The meeting that was taking place there was in full swing. Stasova and the professors, worried, came out of the professor’s room, but did not try to interfere, knowing that nothing would come of it. The police entered, but, fortunately, they were late. The students began to disperse, and when there were only a few of them left, Andrei Nikolaevich Beketov, whom everyone deeply respected (he, in fact, was the founder and head of our courses), asked all those remaining to disperse quickly and gave orders. close the courses for three days. We experienced the closing of the courses as mourning, and three days later we again began to study. Another event left a memory forever - the funeral of Dostoevsky on February 2, 1881. He died at the end of January. I think on the 28th). All the students visited his apartment. Both day and night until the funeral, students were on duty at his coffin. Among the funeral directors was the writer Grigorovich; while telling me in what order we should go in the procession, he mechanically grabbed me by the button of my coat and fiddled with it throughout his speech. It’s funny to remember now, but when I got home, I cut off this button and hid it in a box. The button that the writer was holding (I saw a living writer for the first time then)! It is clear that she should have rested untouched, and not worn out on the coat. Only ten years ago I somehow came across this box, preserved by chance, with a button and two laurel leaves - one from a wreath for Dostoevsky, the other from a wreath for Garshin (I took them as a souvenir), and I burned them in the stove. I remember what an unforgettable impression Dostoevsky’s funeral made on me. Quietly, solemnly, the procession moved, accompanied by a mass of people, to the Alexander Nevsky Lavra: no police, not a single policeman, neither horse nor foot. Students from various educational institutions, holding hands, formed a chain around the entire procession. So we reached the very gates of the monastery. Professors. The founder of the Higher Women's Courses was considered to be K.N. Bestuzhev, they were called Bestuzhevsky, but in fact they were founded by Andrei Nikolaevich Beketov (botanist) together with N.V. Stasova, writer E.I. Conradi and a group of several university professors, among whom was Sechenov. The courses were called Bestuzhev because the initiators asked Bestuzhev to become the head of the courses as a scientist-historian, quite reliable, while Beketov could not boast of this, and the Society, which in 1878 submitted a petition to the Highest name to open courses from Bestuzhev's representatives received permission for this, and Bestuzhev became their leader. True, we must give him justice - he was very interested in this new matter, which at that time had deep social significance; attracted several famous professors, historians and literary scholars to him, and he himself taught Russian history in the literature department. But the soul of the courses, except N.V. Stasova, there was Andrei Nikolaevich Beketov, who gave them a lot of time, care and attention. He was the chairman of the Society for Providing Funds for Higher Women's Courses and taught botany in the first year of the natural history department. He, of course, gave lectures free of charge; yes, however, at that time all professors taught courses for free. Bestuzhev behaved officially towards female students (he had only a small group of senior students whom he favored and helped to work scientifically), Beketov was available to every student who needed advice or help, and not a single one left him unheard. He was simple and friendly in his manner, and he was loved. I remember well his lush gray hair and thoughtful, kind eyes with half-closed eyelids. If his grandson A. Blok lived to old age, then I think he would look like Andrei Nikolaevich. Beketov's lectures (he taught the morphology and taxonomy of plants in our first year) were not particularly brilliant. He read monotonously, and many found them boring, but I always loved plants and listened with attention to his lectures, which were serious and very informative, and forever laid in me a love for botany. Beketov founded a small botanical garden and greenhouse at the university, where from time on V.A. Fausek. St. Petersburg, 1887(?) took us ahead of time to demonstrate his lectures. From: Bogdanov, 1891 Beketov’s lectures were always accompanied by rich visual material (herbariums, tables, etc.), which were always brought by the attendant who always accompanied him from the botanical office of the university, famous among other ministers and students - Ivan. Everyone at the university knew this Ivan. Soon he became popular among us in the courses. Ivan was inseparable from Andrei Nikolaevich, and when the latter was an officer in military service, Ivan was his orderly. He knew the Latin names of many plants and, heating the stove in his office, put birch firewood in it, saying: “Betula alba.” On excursions at the university botanical garden in front walked a group of students with Beketov at the head, and behind was a group with Ivan, and he, calling various plants(always in Latin), described their origin and meaning with the addition of various episodes that occurred during their planting: “When Andrei Nikolaevich and I planted this plant, professor so-and-so moved to a government apartment at the university,” or “associate professor so-and-so got married" and others. Ivan always said: “Andrei Nikolaevich and I... When we served as officers, Andrei Nikolaevich and I were handsome men.” Sometimes during Beketov's lecture (at the university), Ivan remained outside the classroom door. Several students gathered around him, and he told them various university stories. At first he spoke quite quietly, but then louder and louder, and his voice carried into the audience. Then Andrei Nikolaevich fell silent and asked one of the students to go calm Ivan down. “Tell him,” Beketov said, “can he stop his lecture, since now I will start.” During the courses, such antics with Ivan rarely happened, but I once witnessed how he argued with the assistant professor of anatomy and physiology Ovsyannikov about whose professor reads better. “Well, what about your professor, he doesn’t read, he mumbles,” said Ivan. To which the other objected: “And yours is reading, as if he’s sleeping.” “Well, for me,” Ivan did not let up, “even if you put on a samovar and pile up a bunch of rolls, I won’t go listen to your professor, and in your office there is nothing but nasty things in jars - intestines and kidneys.” “And I won’t listen to your professor even for a bottle of vodka...” I don’t know how this argument ended, since I had to hurry (it happened on the landing of the stairs). Somov, Ovsyannikov’s servant, was also significant personality. He, like Ivan, was devoted to his professor and took great care that male and female students answered well in anatomy exams. In order not to carry heavy jars of drugs from the university, he himself organized during the courses (with the permission of N.V. Stasova) a small anatomy room, equipped with all the necessary materials for lectures and our classes. He knew the drugs very well and, when we were preparing for the exam, he explained to us the structure of the heart, kidneys, etc. “Learn everything well, young ladies,” he said instructively, “so as not to embarrass our old man, he is a venerable and great scientist, but what about Professor Ivan? What is he reading? Trifles - flowers and berries - is this really science? And here man is the king of nature. Without man, everything is nonsense; good man, but he understands little about science." Somov and Ivan, in essence, were great friends and drank together. I started with botanists, and I will continue about them. In my second year I read botany (continued Beketov’s course) famous Ivan Parfenevich Borodin. His lectures were distinguished by the beauty and brilliance of their presentation, and his audience was always crowded. Not only natural science students, but also literature students went to listen to Borodin, since his lectures gave listeners true pleasure. Ivan Parfenevich accompanied his lectures with excellent preparations, tables and live plants from the greenhouse of the Forestry Institute, where he was a professor. He himself was very good at drawing various plants on a black board with colored chalk to illustrate his lectures, and he really appreciated those listeners who also knew how to draw. I remember with pride that I was one of them, filling my notebooks with drawings. During the exam, Borodin was very strict: he demanded real knowledge, an accurate and clear presentation of the question. He was very witty and often joked during his lectures, which did not interfere with the seriousness of what was being presented. In the third year, we were taught anatomy and physiology of plants by a very famous scientist Andrey Sergeevich Famintsyn. He was also an excellent lecturer, but in a different way than Borodin. Very serious, even stern by nature (I met him occasionally later in the house of my friends, in the family of the academician mathematician Imshenetsky), with whose daughter I was friends, he treated his listeners with some kind of severity: there had to be absolute silence during his lectures , at the slightest knock, creaking desk, loud cough, Famintsyn winced and cast dissatisfied glances in the direction from which the sound came. Entering the classroom when the lecture had already begun or leaving it before the end, which could have been done without hindrance by Beketov, who simply did not notice it, was impossible to even think about. We strictly observed order and always hurried to take our seats on time and sit, almost not breathing when Famintsyn entered the audience. The first impression was the most important for him. Students at the university felt the same way about his lectures. Once there was such a case: ten minutes passed from the start of the lecture. There was complete silence in the audience. Suddenly the door creaked and began to open slowly, continuing to creak. Famintsyn turned his head towards the door with a stern look and fell silent. A late listener entered the audience and began to slowly make her way along the wall. “Please,” said Famintsyn’s sharp voice, “leave the audience, you are bothering me.” The student stopped indecisively. “I ask you again,” said Famintsyn. The student did not move. “In that case, I’ll come out,” and Famintsyn walked away from the pulpit (he always read standing and not on the pulpit, but on the floor, leaning on her hand). “No, no,” the student said quickly, “I’d better go out,” and she hurriedly went to the door. Famintsyn suddenly laughed: “No, it’s better (he emphasized) sit down quickly and remember once and for all.” “It’s disorderly and bad manners to interfere with the lecturer.” During the exam, Famintsyn recognized the ill-fated student. She answered all his questions very well. “Excuse me,” he turned to her, “for the lesson I gave you, remember, at one of the lectures, but you deserved it, didn’t you? And now you deserve all praise." And Famintsyn gave her a "very" rating. Subsequently, I learned from the Imshenetskys that Famintsyn had lost his only son, twelve years old, who had already helped him on his scientific excursions, and I understood his severity 43. Famintsyn had an assistant, Pyotr Nikolaevich Krutitsky taught us practical classes on the anatomy of plants and treated these classes with great zeal. He taught us to make thin sections of various plant tissues, process them for preparations, and use a microtome. We had to sketch the preparations and take notes. Krutitsky was strict and pedantic: when we came to classes (in groups of no more than 15 people), microscopes, processing material, razors, scissors, etc. were on the tables for each worker, and we had to ring the bell to enter the office and immediately begin work. He also did not allow latecomers in; no one dared to enter after the bell rang: he shouted and stomped his feet<...>. Krutitsky dealt specifically with algae, and when I brought him well-prepared algae from the Sea of Azov from Kerch, he was very pleased. "That's good, thank you..."<...> . The zoology of invertebrates was read to us by Nikolai Petrovich Wagner, a famous scientist who first discovered the phenomenon of “pedogenesis”, wrote a large monograph “Invertebrates of the White Sea”, established, together with the famous botanist Tsenkovsky, a biological station on the White Sea in Solovki, where he worked for many years, being part of it director In addition to zoology, Wagner was also engaged in writing, composing fairy tales (his “Tales of the Purring Cat” are known), stories and novels, as well as psychology and the phenomena of mediumship (together with Butlerov, but Butlerov approached these phenomena scientifically, as a researcher, critically, in Wagner fantasy prevailed) 44. Wagner read entertainingly and picturesquely, demonstrating his lectures with excellent preparations and tables, which his minister, Samuel, brought from the university zoology office. This Samuel was always present at Wagner's lectures, quickly hanging a table on the board or handing over a jar of medicine when he heard the words addressed to him: “Samuel, Aurelia aurita” or some other name of the animal. Samuel knew all their Latin names. Wagner said in the university office: “Samuel, I’m going to a lecture at the Bestuzhev courses, collect for me “ringed worms” or “cephalopods,” etc., and Samuel collected everything without error. Wagner was distinguished by his eccentricities 45: for example, when lecturing to female students, he always addressed them with the word “mesdames”: “At the last lecture, mesdames; pay attention, mesdames; mesdames, I will talk today about the nervous system of the crayfish” and etc. This mesdames was always on his tongue. Even at the university he addressed students with the words “mesdames”. Samuel imitated him and also called us mesdames, even if he spoke to one and not to many. Wagner always wore a shabby frock coat, an old coat, some kind of red hat, which the students said was made “from the fur of a green monkey,” and a blue plaid. This blanket was once dark blue, but has faded over time. On cold days, Wagner wore this blanket not only outside, but also in the classroom. There was gossip about his attire, as if at one of the mediumistic sessions the spirits predicted that Wagner would live three years, and he sewed clothes for himself with the expectation of three years, but thirteen years passed, and he was still living and did not get new clothes, waiting every year of death. One day Wagner came to our lecture without a collar; Instead, he had a rather dirty handkerchief tied around his neck, the ends of which stuck out from one side like two rabbit ears. We looked at him in surprise. “You are surprised, mesdames,” said Wagner, interrupting the lecture for a moment. “This, of course, seems strange to you, but the spirits this morning forbade me to wear a collar, and I had to use a handkerchief instead.” Another time he appeared with one mustache shaved, and the other sticking out randomly in all directions. It was terribly difficult not to laugh when Wagner, walking around the audience, turned to us now the right, now the left side of his face, now with a mustache, now without a mustache. Someone burst out laughing. Wagner looked at everyone, smiling through his glasses, and said: “What can I do, mesdames, I look funny, but it’s not my fault. I started shaving in the morning, shaved off one mustache, and the perfume said “enough,” and I had to stop this activity." So he walked around for several days with only one shaved mustache. Wagner came to the next lecture clean-shaven, the perfume must have allowed it. When, after completing my courses, I was working in the zoological office of the university, one day Samuel brought a jar of alcohol in which lay a rather shabby burbot. “Nikolai Petrovich ordered to stick a special label on this jar and put it in his closet,” said Samuel. “Last night they were sitting, suddenly the “medum” (medium) muttered something, and it was dark, and a fish plopped onto the table ( I stood at the door and peeked through the crack). Nikolai Petrovich gave me this fish - the burbot turned out to be fragrant (Samuel smiled slyly) - and ordered me to keep it." We laughed and looked at the “otherworldly” burbot with curiosity. When I was a teacher at the Stoyunina gymnasium, Wagner’s daughter, a girl of about twelve years old, entered there. I was a teacher in her class. The girl told all sorts of miracles: “I couldn’t write yesterday, my inkwell flew away, things often fly around here - for example, a book lies on the table and suddenly flies to another table,” or “And this year we will go to dacha in Yukki, the table said (table spinning)", etc. Practical classes on Wagner’s course were taught in our second year by Nikolai Evgenievich Vvedensky, the future famous physiologist, Sechenov’s student, and then still his young assistant and at the same time assistant We have Wagner in our courses: simultaneously with physiology, Vvedensky also studied invertebrate zoology. We received much more knowledge from Vvedensky than from Wagner, 47 and I was especially interested in these studies. In the second year, vertebrate zoology was taught by the famous scientist and traveler, Modest Nikolaevich Bogdanov. A great connoisseur and passionate lover of nature, in his lectures he did not limit himself to a simple anatomical description of animals, but colorfully and fascinatingly described the environment and conditions in which they lived, their customs, hunting for this or that animal or bird, and so on. Modest N[ikolaevich] loved birds very much, and in his office at the university there was an aviary filled with songbirds, where he invited us from time to time to admire his pets. In his apartment he also had many cages with various of our northern birds, which he gave shelter for the winter, and in the spring he himself went out of town, sometimes quite far, and released his pets into the wild. From him I learned a lot of interesting things about the simplest birds: sparrows, crows, pigeons, etc. Bogdanov was friends with Wagner, but never shared his spiritualistic hobbies and ravings. Bogdanov’s course (vertebrate zoology) was taught in the third year by his assistant Solomon Markovich Herzenstein. Solomon Markovich was the curator of the zoological museum of the Academy of Sciences and an assistant in the zoological office of the university. Despite his short life (he died at the age of 39), he did a lot in the field of studying mollusks, and most importantly the fish of the White Sea 48. He was a man wholly and completely devoted to his science. He spent whole days and even nights in the museum of the Academy of Sciences, distracting himself only for a short time to study at our courses, for rare visits to friends and concerts (he was a great lover of music). S[olomon] M[arkovich] was very ugly, with small, very short-sighted eyes and a very long nose, and crooked, twisted legs. He walked with big unsteady steps, waved his arms, and people joked about him that he turned corners ahead of time, and therefore always ran into a wall. S[olomon] M[arkovich] taught us with great diligence, sparing no time and with extreme conscientiousness. Like Krutitsky, he taught us to work methodically, taught us great accuracy and careful finishing of each task. In addition to the finely finished preparation, we had to provide him with an accurate schematic drawing and a detailed description of it. I was always grateful to both Herzenstein and Krutitsky for their studies: they brought me a lot of benefit in my future studies. S[olomon] M[arkovich] was very short-sighted, he often lost things and could not find them. At the end of classes, we helped him put away the preparations, instruments, microscopes, etc. I always stayed longer than others in his classes, since I was generally interested in zoology last year, and Vvedensky called me a “specialist.” As such, I went to Herzenstein and studied diligently with him. He gave me work beyond the program, gave me books and often invited me to the Museum of the Academy of Sciences, where he showed me what particularly interested me. I could only make such visits on holidays (and for S[olomon] M[arkovich] holidays did not exist), since on weekdays I did not have enough time for this. Subsequently, I met S[olomon] M[arkovich] outside the courses (at N.V. Stasova), and when I got married, he became our great friend, both mine and my husband’s, and remained so until his death . He usually came to us twice a month at lunchtime or in the evening. When leaving, he always took out notebook , thought for a minute and said: “Now I will come to you on February 25th at six o’clock” and wrote down this date in the book. On the appointed date, exactly at 6 pm, the bell rang and S[olomon] M[arkovich] entered. When leaving, he again wrote down the date and hour of his next visit (March 10, at 8 p.m., April 5 at 5 p.m., etc.) and always appeared punctually at the recorded time. On New Year's Day, a messenger brought me a gift from S[olomon] M[arkovich]. It was always a notebook in a beautiful, always red, binding with a calendar and all sorts of indexes. Only once did he change his custom and, instead of a book, sent me nut tongs, and this happened for this reason: S[olomon] M[arkovich] was very fond of apricot jam and loved to eat apricot kernels. I had this kind of jam, but there were no tongs, and he couldn’t crack the seeds. He reproached me very much for the lack of tongs and, as if in reproach, sent them to me on New Year's Day as a gift. But on January 3 (at the hour appointed by him) he came to us and brought me a notebook. S[olomon] M[arkovich] was a very educated and versatile person: it was very pleasant to talk with him and listen to his interesting stories and discussions about various subjects. He was extremely absent-minded, and a lot of jokes were told about his absent-mindedness. For example (this is a real fact that he himself talked about), one day he stayed working in the museum until late at night. Not wanting to detain the servant, he let him go, saying that the museum itself was prohibited and would open it tomorrow morning at 9 o’clock. The servant left, S[olomon] M[arkovich] locked the door from the inside, put the key in his pocket and began to work. At 2 o'clock in the morning he finished work and got ready to leave. Approaching the door, he found it locked. (He completely forgot that the key was in his pocket). “What should I do? Semyon locked me up and left,” he decided. “How to get Semyon?” Above the museum was the apartment of the director of the zoological museum of the Academy of Sciences, old Strauch, and above the office of Sol[omon] M[arkovich] was his bedroom. S[olomon] M[arkovich] puts another smaller table on the table, a stool on it, picks up a mop and starts pounding on the ceiling with it. Old Strauch wakes up from the noise, wakes up his lackey and sends him to the museum to see what happened there. The footman comes to the door and knocks. S[olomon] M[arkovich] asks him to go wake up Semyon. Semyon comes: “What’s the matter?” - “You locked me and took the key away.” “The key is in your pocket,” answers Semyon. Sol[omon] Mark[ovich], terribly embarrassed, asks Semyon and the footman, and the next day from Strauch, for forgiveness. Everyone loved and forgave him. Another time there was such a case: Solomon Markovich’s family (mother and sisters), with whom he lived, changed their apartment. Immediately after the move, S[olomon] M[arkovich] went to the academy. Having finished work, he got ready to go home; It was already 12 o'clock. night... and suddenly he forgot the address of his new apartment. What to do? Instead of going to the old apartment, which was a stone's throw from the academy, and asking the doorman, who knew where the Herzensteins had moved, he decided to go to his friend, the sailor Biryukov, who was helping them transport their things. But here’s the problem - S[olomon] M[arkovich] forgot Biryukov’s address (not the street, but the house and apartment number). Then he goes on foot to the Admiralty, wakes up the guard and at the information desk of the duty officer, despite the fact that everyone scolds him, he finds out Biryukov’s address. From there he goes on foot again - (there were no trams yet, and the horse-drawn cars stopped working at 12 o'clock at night) to Nikolaevskaya (now Marata Street), calls (it was already 2 o'clock in the morning), scares everyone in the apartment, bursts into a friend's room: "Tell me where we moved?" - Biryukov bursts into laughter, gets dressed, takes S[olomon] M[arkovich] out into the street, puts him in a cab and takes him home to his alarmed family: it was already four o’clock in the morning, and S[olomon] M[arkovich] promised to return at 10 o’clock .pm. S[olomon] Markovich’s salary was always received by his mother: he himself either forgot the money somewhere in his office, hid it so that he could not find it, or lost it. His mother told me that little “Lema” was just as absent-minded. One day she gave him three rubles to buy tea and sugar. He was 9 years old, and they lived in Kherson. Lema was crossing the ditch and suddenly saw some fish in it; he sat down on the edge of the groove, put 3 rubles (a piece of paper) on the ground and began to watch the fish. An hour, two, three passed, and still no sign of Lema. His sister, a year younger than him, went to look for him and found him sitting by the ditch, silently contemplating the fish. No tea, no sugar, and the three-ruble note floated far away. Lema forgot everything. Human anatomy was read to us by Philip Vasilievich Ovsyannikov, who was a university professor and, as an academician, was in charge of the anatomical museum of the Academy of Sciences. Ovsyannikov loved the courses very much, and although his lectures were rather boring, we attended them conscientiously (in the second year), since we saw his disappointment when the audience was incomplete. At that time, most of us were imbued with a feeling of deep respect and gratitude to all the professors, knowing their excellent attitude and good desire to do everything possible so that women's education would reach its proper height and win its rights. Ovsyannikov’s assistant, Vladimir Nikolaevich Velikiy, taught us histology classes 49 . In the third year, Nikolai Evgenievich Vvedensky began reading to us about human plant physiology. This was in 1883. He was young then and was not yet not only a professor, but also a private assistant professor (although he had already spent three years in exile). He became an associate professor in 1884 and began lecturing at the university. Sechenov began a course in physiology with us, but due to lack of time and illness, he transferred it to Vvedensky, who, preparing to become a private assistant professor and receive lectures at the university, studied with us; Subsequently, he himself said that the Higher Women's Courses were his professorial school. He made every effort to make his lectures thorough and interesting, and he succeeded quite well. We did not suspect what a great scientist not only here, but also in Europe, Nikolai Evgenievich is preparing from Nikolai Evgenievich, we slightly laughed at his demeanor, at his characteristic speech. Vvedensky was short, broad-shouldered, rather awkward, with a cowlick constantly falling on his forehead, and an ugly but very expressive face. He came to our first lecture in a tailcoat, which sat rather awkwardly on it, and in a white tie. For Nik[olai] Evgenievich it was a solemn day: he ascended the pulpit for the first time. I remember how by chance, without any intention, I spied a funny scene in which Vvedensky was rehearsing his first performance. I sat in the lower hall in a corner at the table and did something. Suddenly Vvedensky came in from the side doors so that he could not see me. There was no one in the hall except me. He quickly walked up to a large mirror set into the wall, threw back his cowlick, bowed and began making various gestures with his hands. Then, throwing back his cowlick again, he said: “Dear ladies.” I became afraid that when he turned around he would see me, and I slowly hid under the table. The bell calling for a lecture saved the situation: Vvedensky quickly left, I crawled out from under the table and ran into the classroom. Vvedensky ascended the pulpit and, despite all his efforts to act dignified, was terribly embarrassed and said in an intermittent voice his “gracious madam.” Then, gradually gaining control of himself, he delivered the lecture very well and was rewarded with loud applause. Many years later, when I had to meet him as an acquaintance, I told him this episode. He laughed a lot. “If you only knew,” he said, “how terribly I was worried, how afraid I was of all of you, much more afraid than of the students, and how delighted I was by your applause. How well you did to hide under the table.”<...> . Nikolai Evgenievich was the son of a priest of a village in the Vologda province, he studied at a theological seminary, after which he went into exile, where he stayed for three years, and then, upon his release, he entered St. Petersburg University 50. After graduating from university, he worked in Sechenov’s laboratory and was his assistant. His time in the seminary and in exile left its mark on Vvedensky: he was shy, but rude, which was especially reflected in his speech. He used words such as “with tails, with arms, with legs, swim, jump, climb (these are animals that swim).” Addressing one of us, he would say: “Well, how are you, young lady” (he pronounced this “young lady” slightly contemptuously). The “young lady” was offended: “I’m not a young lady, I’m a student.” “Well, okay, student,” Vvedensky agreed. He spoke as if on purpose, maintaining his Vologda pronunciation and not wanting to get rid of it. Subsequently, having found himself in the society of the high St. Petersburg intelligentsia, he dressed, as was customary, in a black frock coat, sometimes in a tailcoat, wore gloves, courted young ladies, and not students, tried to express himself gracefully, but at lectures he remained “with his tails, with eyes, swim and jump." There was an unsuccessful romance in the life of Nikolai Evgenievich: he, being a private assistant professor at the university, gave lessons in anatomy and physiology to one very rich girl, a well-known millionaire at that time, Sibiryakova. He fell in love with her, became very attached to her, showing his feelings so clearly that everyone noticed it, suffered for four years, and nothing came of it. He never married and died a bachelor, devoting his entire life to science. Having mentioned Sibiryakova, I would like to say a few words about this outstanding girl who has done a lot of good in her life. She was ugly and had no talents, was very shy and obsessed with the idea that people were not attracted to her, but to her millions, and therefore she was very suspicious. She looked at the men caring for her with fear. “They like my wallet, not me,” she said to the wife of the artist Yaroshenko, the only person with whom she was completely frank. Maria Pavlovna (Yaroshenko’s wife) knew about Vvedensky’s love, she knew that Sibiryakova liked him, but she could not help them in any way, not being able to overcome her suspicion and his fear that she would suspect him of self-interest, of love for her millions, and not to herself. Sibiryakova gave a lot of money to the Higher Women's Courses, to the cash desk of the University Student Aid Society, the Technological Institute, and the Lesgaft Institute 51 was founded with her funds. When, under the Minister of Public Education, General Glazov (188?), 52 Higher Women's Courses were temporarily closed, the new own house on Vasilievsky Island, where the courses moved in 1884, was supposed to come into the possession of the Credit Society (where the house was mortgaged, and the courses had no money to buy it out), Sibiryakova paid off the entire debt to the Society and took the house for herself. When the Courses were allowed again a year later, Sibiryakova donated it to the “Society for Promoting Higher Women’s Courses.” All the time that the courses were not functioning, both the house and the equipment were carefully guarded with the assistance of the same Sibiryakova. In the fourth year he taught us physiology nervous system Ivan Mikhailovich Sechenov. Not everyone who entered the first year made it to the fourth year (there were only a few of us, no more than a hundred), and the lectures took place in a small, cozy auditorium. I will never forget either the lectures or Sechenov himself at the department. It seemed that he was looking somewhere into space with his black, piercing eyes and did not see anything around, and yet he saw everything; for example: on the side of the department by the window there was a table on which his assistant prepared preparations for lectures, the objects of which were mainly frogs. Assistant Bronislav Fortunatovich Verigo, later a famous scientist-physiologist, was very slow in his actions 53. One day, Sechenov, while giving a lecture, without looking in Verigo’s direction, suddenly turned to him: “It’s enough for you, my friend, to mock the poor thing, finish it quickly.” He saw us too: “Oh, I know you,” he said to the student during the exam. “You always sat in the corner by the stove, listened well”... Or - “You, like a matchmaker, changed all the places, then to one desk, then another, and this bothered me, I like there to be order.” “What should you do, Ivan Mikhailovich,” said the student, “you’ll be late, and they’ll take your place.” - “You shouldn’t be late, but the one who took your place did not do well, you need to respect your comrades,” etc. There was no severity in these remarks of Sechenov; on the contrary, there was always gentleness and affection in them. They said (eyewitnesses) that during an exam at the university he asked one student, a Georgian, being examined: “Who are you, my friend, going to be?” “Doctor,” answered the student. “So, my dear, it’s easier for you to be a bishop than a doctor; it’s better to go to the theological academy.” I remember once an incident at Sechenov’s lecture that reminded me of a similar one at Mendeleev’s lecture in my first year. Sechenov was reading, one student was coughing, and no matter how hard she tried to suppress her cough, it still escaped from her chest. Then she got up and began to slowly make her way along the wall to the exit. Sechenov, without ceasing to speak, followed the student with his eyes and suddenly said: “Please sit down and listen, and cough for your health as much as you want; the cough does not bother me, but the fact that you are leaving, you are disturbing the order.” Sechenov’s lectures were distinguished by clarity and precision, and they contained expressions and words unique to him, for example: “As long as I irritate her, the extent to which she (the frog) will croak,” or “He (the air) will just scurry into the test tube.” or “And saliva is the reins, the reins,” etc. I remember when I finished the courses, we, according to accepted custom, had an evening within the walls of the courses (on Vasilievsky Island). We did not send invitations to professors, but two or three of us (according to elections) went to their apartments to invite them personally. I had the honor of being among those inviting Sechenov. “I am very grateful to you, I will certainly be,” Ivan Mikhailovich told us. “I only tearfully ask you one thing: do not invite me to dance, I love this way of acting extremely, one might even say I adore it, but I can’t do it, it’s harmful.” We promised not to invite him to the dance, but when the pianist started playing a waltz, Nadezhda Vasilyevna Stasova approached Sechenov: “Ivan Mikhailovich, let’s open the ball.” Sechenov was unable to do so, and his deep respect for Nadezhda Vasilyevna and good manners did not allow him to refuse, and the wonderful couple performed several rounds of the waltz to delighted applause. All evening, a group of students listened with pleasure to Sechenov’s stories between dances. No one invited him to dance, remembering his word, but at the end of the evening the tapper played a mazurka. In my youth I loved dancing and especially loved the mazurka and, they said, I danced it well. “Oh, there are cramps in my legs,” said Sechenov. “Mazurka, it’s a divine dance.” I dared, something definitely pushed me, and I don’t remember how I turned to Sechenov with a request to “dance a little, a little.” “Oh, villainess, I can’t resist, but what if God punishes you for temptation?” - “Let him punish.” And we danced the mazurka, and Sechenov, stamping his foot (he danced very well), said: “And I am a nobleman, and I have learned this.” The next morning, tormented by my conscience and fear for Ivan Mikhailovich’s health, I ran to the courses to find out about his health and in Nadezhda Vasilievna’s office I saw Sechenov. “He’s alive, he’s alive,” he told me. “And God didn’t punish you?” - “No, Ivan Mikhailovich, I’m alive and I’m terribly glad that I danced with you.” "Very well". Then, after talking about something with Stasova, he suddenly turned to me: “Why aren’t you in ballet? You dance beautifully!” I was embarrassed and didn’t know what to answer. “What are you talking about, Ivan Mikhailovich, she will be a scientist,” said Nadezhda Vasilievna. “We are leaving her to study zoology for a year.” Sechenov shook my hand firmly. “And she did well with me,” he said. “I wish you success.” Then, laughing, he added: “And ballet is a wonderful thing.” And he was right: with his penetrating gaze he saw for sure that nothing would come of my science. Ivan Mikhailovich had a very great memory for faces: he often recognized his listeners and listeners several years later, meeting them by chance somewhere in the house or on the street. I remember that two years after completing the course, I was traveling from St. Petersburg in the summer for a lesson in the Tver province and at the Staritsa station I ran into Ivan Mikhailovich, who was traveling from his wife’s estate (in the Tver province) somewhere near Torzhok to visit his older sister. .. In one hand he had a small suitcase, in the other - a bunch of yellow French novels. He recognized me: “Oh, hello, dancer.” Having asked me where and why I was going, regretting that I was going to work and not to relax, he said: “But I’m going to my sister for two weeks for complete rest, my sister is old, I’ll play fools with her, but these reading novels is a wonderful thing! Every person needs such rest, it is necessary for the brain to become stupid for a short time. Well, what about science? - he asked me. - “Nothing, Ivan Mikhailovich, I’m studying.” - “Well, the Lord is with you, but don’t give up dancing, it’s good for the soul.” We said goodbye and left. Artemyev N.A. (a private assistant professor at the university who taught geometry and trigonometry), was a small composer (he composed romances and children's songs) and a good singer. At our student evenings, he always organized a choir, in which Ivan Mikhailovich Sechenov, who was very fond of music and singing, often took part, which he mentions in his autobiographical notes. I remember once in such a choir, Artemyev, who played the role of regent, made a remark to Sechenov: “Listen, dear Ivan Mikhailovich! After all, you just can’t get into tune, listen carefully.” “Eh, my friend,” Sechenov answered. “What other tone do you need, and that’s very good.”<...>. In the spring of 1884, the Bestuzhev courses moved from Sergievskaya Street to their own house on the 10th line of Vasilievsky Island. At the same time, I completed my training courses. Throughout the last year, in my fourth year, I had to work very hard to publish lectures on invertebrate zoology for the first year. It was like this: I really loved zoology (invertebrates) and studied it a lot in my third and fourth years. I helped Vvedensky (Nikolai Evgenievich) conduct practical classes in the second year, for which I had to snatch time from lectures and from my own studies, but this work gave me very great joy then. NOT. Vvedensky advised me to take up the publishing of lectures in the first year, in which N.P. taught zoology. Wagner. It so happened that at the very beginning of the year Wagner went abroad due to illness, and his department was occupied by the only Kazan zoologist at that time, M.M. Usov 54 . It was very difficult to take notes for Wagner, and even more difficult for Usov, but I somehow managed, and what I wrote down was read and corrected by Vvedensky. I not only wrote down and composed the lecture, but also rewrote it in hectographic ink, which took a lot of time: I had to work at night. About two months later, Usov moved to Moscow, and a young scientist (also from Kazan University) appeared at the department - K.S. Merezhkovsky 55, brother famous poet and writer D. Merezhkovsky. K[onstantin] S[ergeevich] was a very talented lecturer, but he left the field of a scientist early, and his further life and activity was somehow strange and dark (I don’t know very well what it consisted of) 56 . I remember how one day I was called into Stasova’s professor’s room. I found Merezhkovsky with her. He couldn’t figure out with the first-year students what Usov was reading to them, and he was very happy when I was able to help him with this. After several doubts and hesitations, he decided not to continue Usov’s course (Coelenterata), but to start a new one - to read the course of “articulated legs” as more understandable for female students 57. He instructed me to continue publishing lectures and agreed to edit them. Merezhkovsky did not limit himself to just editing my notes, he also took up my education, gave me books, and had conversations with me. He taught the same course at the university and invited students to publish lectures together with me. The student who took over this work came to me and offered to do all the work. technical side affairs (lectures were already printed in lithographic method), which I was very happy about. Signs were attached to the text schematic drawings, which I made in paints. The course of lectures turned out to be so good that it existed for several more years as a recommended textbook for students (at that time there were no good Russian zoology textbooks until Kholodkovsky’s book appeared). I also drew wall tables for Merezhkovsky’s course, which were practiced long after I graduated from the course. In the fall I passed my final exams and the courses were completed. I was 21 years old, and I felt that, despite four years of study, I knew very, very little and that now I only understood how to study and what I would like to learn. I began to dream that it would be nice to enter the drawing school, where I was terribly drawn, and devote myself to art, throwing away all the sciences, but... I couldn’t even think about it: I was faced with life and the need to work not only for myself. Happy is the one who finds his own path from early youth. They kept me at the zoology department for courses. NOT. Vvedensky worked hard to make me the keeper of the zoological office and an assistant to the laboratory assistant, which would give me some income and a pleasant, serious work,... but even here I failed. Vvedensky gave me the keys to the office and instructions to put it in order, which I did in good faith. But another candidate appeared, a certain Russian, who was a specialist in physics and had never seriously studied zoology. It would seem that all the chances of getting an office were on my side, but for some reason it was not I who was approved at the council, but the Russian 58. I was very upset, not understanding how this could happen, and I still don’t understand. Vvedensky was embarrassed, N.V. Stasova was indignant, blaming everything on Wagner and calling Russia an intriguer: Wagner’s voice. I cried bitterly, I cried out of sympathy, and so did my roommate, Lisa M. After crying, we went for a walk; Returning home, we bought a whole ruble worth of chocolate from Conradi... and consoled ourselves. I decided that I would not give up zoology, I would take courses and go to work in a city school. At that time, a diploma from the Higher Women's Courses did not give any rights. To obtain a position as a teacher in a girls' gymnasium, one needed a certificate of completion of eight classes of the gymnasium and a diploma of completion of V.Zh.K. did not add anything, on the contrary, it interfered, because for some reason the gymnasium authorities were afraid of teachers with such a diploma, while the gymnasium teachers were all university graduates. Higher fourth grade teachers did not have the right to teach. Bestuzhevkas were very willingly accepted into city schools. All my contemporaries could attest that the Bestuzhevkas, having a higher education, conducted their business excellently, and the city schools were distinguished by their exemplary organization. But I didn’t end up in the city school, but in the M.N. gymnasium. Stoyunina. N.V. did it. Stasova: she gave me two letters - one from herself, the other from M.N. Bogdanov, for whom I also worked (vertebrate zoology), recommending me as a future useful worker at the gymnasium. I was hired as an intern without any remuneration... From 9 am to 3 am I worked at the gymnasium (it was located at that time on Furshtatskaya, now Voinova Street), at three I went to courses, where I worked in the zoological office until 5 ( on Sergievskaya, now Tchaikovsky Street), from b to 9 for lessons. I lived on Furshtatskaya. There was still work to be done at home (preparing something for the gymnasium, for a lesson, drawing and copying for income). The working day was more than 12 hours (15-16), there was little time left for food and sleep. On Sunday I rushed to the Hermitage, and occasionally Lisa and I went to the opera or the Alexandria Theater. The following year I received science lessons in second and fourth grades. Stoyunin sometimes sent me to the lessons of the then famous natural science teacher A.Ya. Gerda 59 to the Obolenskaya gymnasium. I owe a lot to Stoyunin and consider him my first and, in essence, only teacher in the pedagogical field. In my old age, I came across the Montessori system, and it answered all my (educational) thoughts and doubts, and confirmed my beliefs; in essence, I was ready to perceive it and devoted all my time and all my activities to studying the system, for it is a whole philosophy, and putting it into practice for the last 25 of my life. To my great regret, I managed to work under the leadership of V.Ya. Stoyunin is only three and a half years old. He died in November 1888. Soon after completing the courses (in the fall of 1884), I began working in the zoological office of the University 60. It happened as follows: my brother, who was at that time in Odessa at the Novorossiysk University (worked, by the way, for the famous zoologist A.O. Kovalevsky) sent me eggs of the crustacean Arthemia salina from the Khadzhibey Estuary in a jar and instructions on what to do, so that crustaceans hatch from the eggs. I remember quite clearly the unforgettable impression that I received when one day, sitting at my desk in the evening by the lamp, I suddenly saw how in a glass of salt water, in which several testicles lay at the bottom, one of them burst and rose from it. and a young crustacean, the so-called Nauplius, swam, followed by another, a third, and so on several times. It was wonderful! My heart trembled with joy. The next day after the gymnasium, I grabbed a glass and with the greatest precaution brought it to the zoological office of the university, asked the servant I already mentioned above, Samuil, to call me Merezhkovsky, to whom I showed my treasure. Merezhkovsky was delighted and asked me to bring the rest of the testicles for experiments, and I left him a glass with newborn crustaceans, although I was sorry to part with my pets. But what was my joy when the next day, having brought the testicles to the office, I received an offer from Merezhkovsky to come to the office on Sundays and two more times a week and take a course in invertebrate zoology under his leadership and take part in his experiments with the testicles of Arthenia salina . This act of Merezhkovsky was bold and illegal: not a single woman at that time had ever crossed the threshold of the university, I was the first. Wagner, the director of the office, was then abroad, and Merezhkovsky was complete master in the office; he allowed himself this liberty - to admit a woman to the university without asking the rector's permission 61. On Sundays and sometimes other days after school, when time allowed, I ran to the university, to the zoological office: I had my own place, my own microscope, microtome, and so on. I studied hard, taking the invertebrates course. Merezhkovsky helped me, gave me books to take home. Our joint experiments with Arthemia salina went on as usual, and Merezhkovsky wrote a paper about them. At that time, several young zoologists working in the office were preparing their PhD thesis. Among them I remember I.D. Kuznetsov, a future rather famous entomologist, Shalfeev, an extremely sweet and talented person who died early from tuberculosis, S.A. Poretsky, a later famous teacher and writer for children on natural science, N.M. Knipovich, a future outstanding scientist, A.I. Ulyanov, Lenin's brother. Among them was V.A. Fausek, my future husband. These were all very modest young people devoted to science. Among them, Alexander Ulyanov made a particularly charming impression: quiet, silent, with a gentle smile, friendly and polite, despite his seriousness, he enjoyed the jokes of his comrades, of which Kuznetsov was especially capable. They said that he wrote an outstanding candidate's work, which was prepared for publication, but which did not see the light of day after tragic death author. Among those listed was a certain Khvorostansky, a very limited person, with with great difficulty seeking a candidate's title: he wrote some work about the leech, and Merezhkovsky fought with him and Kuznetsov helped a lot. With difficulty he managed to protect her. I remember the celebration arranged for him by his comrades, the initiator of which was Kuznetsov, and in which Ulyanov also took a significant part. U entrance doors In the office, a triumphal arch was built, decorated with giant leeches cut out of cardboard and painted and with an inscription reading: “Come, come, O leech conqueror, our great teacher in perseverance and labor!” And a little lower, in smaller letters: “There is neither a pond nor a ditch where there would not be a leech, but after my work you will not find them anywhere, neither in a ditch nor in a pond.” Everyone arranged the arch; Kuznetsov composed the inscriptions. Khvorostansky took everything seriously and was very pleased and proud. In a long black frock coat, with the face of a small official, he shook hands with everyone and said: “Thank you, Mr. Kuznetsov, thank you, Mr. Ulyanov,” etc. He added the word “Mr.” to each person he addressed: “ Mr. Merezhkovsky, this book was written by Mr. Wagner, I took chemistry based on Mr. Mendeleev’s book.” What happened later to this gentleman, the lord of leeches, I don’t know 62 . I worked in the zoological office for about six months, until spring (March), and was very happy, but, alas, this happiness soon came to an end. One fine day, when I came into the office, I saw another woman at a table with a microscope. This woman was my evil genius - Russian. I froze with fear, anticipating big troubles for myself. And so it happened. Everything somehow changed in the office: the silence and working atmosphere were disrupted. I sat at my table as quiet as a mouse, afraid to talk to the young people working next to me. Merezhkovsky came up to me, checking my work and giving me instructions, and occasionally one of my comrades with a request to give me this or that thing from my table. The Russian one behaved noisily, talked to everyone, laughed loudly; They joked with her, chatted, she wanted to be served this or that, to look after her. But little by little her behavior began to cause condemnation, and the first who began to rebuff her were Ulyanov, Fausek, and the shy Poretsky. With her remained the joker Kuznetsov, the stupid Khvorostansky and young Wagner, just a boy, the son of Nikolai Petrovich. She never left him alone. And then Merezhkovsky fell ill and left for the Crimea, and in his place the famous zoologist Shimkevich 63 appeared in his office. Soon after his appearance in the office, a proposal was received from the dean of the Faculty of Natural History to remove women from the office 64. I had to obey, collect my belongings and leave. The Russian was indignant and decided not to leave this matter like that, without any objections. One fine day she came to me with a proposal to go to the Minister of Public Education, known at that time for his stupidity, Delyanov. She read me a report, extremely ornately written, about injustice towards “scientific” women. Although I did not consider myself to have such an honorable title (a learned woman), I... agreed to go with her to Delyanov<...>But nothing worked out not only for me, but also for Rossiya - we were no longer allowed into the office. I didn’t give up zoology classes and spent all my free time at the Higher [Higher] courses in the zoological office. At this time, N.A. taught zoology at the courses. Kholodkovsky, who drew attention to my ability to draw microscopic preparations, and I became his regular draftsman. Many of his works are illustrated by me; There were also my drawings in his excellent textbook on invertebrate zoology, translated into French. Later, when I was already married, Kholodkovsky was a professor of zoology at the Forestry Institute, and I went to his zoological office to draw preparations for his works. One day I told him (the conversation turned to smoking) that I would never smoke, but that I really love sweets and always work better and faster if I have something sweet in my mouth. The next day I found a large box of wonderful chocolates on my table. I was deeply touched by such attention, and Kholodkovsky won: I finished the drawings earlier than he expected. Occasionally, my husband and I visited the Kholodkovskys. In a private conversation N.A. He was a very interesting and versatile interlocutor. He was a doctor by training, a zoologist by profession, and, in addition, he was a great connoisseur of literature and an excellent translator (he translated "Faust"). Shortly before our expulsion from the zoological office of the university, the so-called second March 1st (1887) happened - an attempt on the life of the Tsar Alexandra III. Going to the zoological office the next day (March 2), I found it empty; Apart from the servant Samuel, there was not a single person working there. Samuel told me that Ulyanov was arrested last night, his desk was searched, and all his papers were taken away (that is, his work was almost finished) 65 . Samuel was very upset. “They took such a quiet, good fellow, and they will hang him,” he said. And so it happened. We were all shocked. This tragic event partly affected my future husband, V.A. Fauseka. He had a friend, a zoologist, teacher at the Forestry Institute, Ivan Yakovlevich Shevyrev. Ivan Yakovlevich had a younger brother, Peter, a revolutionary who was involved in a terrorist attack on March 1, 1887. This Peter, a twenty-year-old youth, was sick with tuberculosis and lived in Yalta. He was seriously, hopelessly ill, but he was still arrested. Iv[an] Yakovlevich] and F[ausek] made every possible effort and worked to ensure that he was given bail to his parents, since his days were, according to the doctors, numbered, but... he was executed, just like Ulyanova... This sad event darkened the last time of my stay in the zoological office. K. S. Merezhkovsky was firmly convinced that I would devote myself to science and be a scientist, he talked to me about this, helped me work, gave me books. Before him, N.E. supported me in this conviction. Vvedensky. In the summer of 1886, I wrote a short work, “Ciliates of the Kerch Bay,” 66 and Merezhkovsky forced me to make a report to the Society of Naturalists at the university. I even became a member of this society and was proud of its diploma. But... disappointment soon set in, and not even disappointment, but a completely conscious conviction that I was not fit for science, that I could not devote myself to it as a true scientist should; This conviction grew and strengthened in me when I compared myself with my brother, a real great scientist who devoted himself selflessly to science. I realized that in my studies of zoology, my eyes and hands were mainly occupied, and my thoughts were in the background; I approached science not as science, but as art, and applied art: I liked to examine, draw, and make preparations. In this last one I achieved great skill. Working in my office, I prepared a number of preparations for ciliates, such as no one had made before, and they served for two or three years as a guide for lectures by professors. And I moved away from science without regret, especially since its applied side remained with me for a long time in my life. 1 Analysis of the notebooks in which memories are recorded, and some facts mentioned in the text indicate that they were started by Yu.I. Fausek not earlier than 1936 and completed in the fall-winter of 1939. 2 Quotes taken from the memoirs of Yu.I. Fausek, stored in the Russian national library(RNB), in the Department of Manuscripts (OR). F. 807. Unit. hr. 1--2 and 17; further, only the number of archival storage units and their sheets are indicated - Units. hr. 1. L. 28. 3 Units. hr. 1. L. 29. 4 Units. hr. 1. L. 85a, 85s. 5 In one of the letters from K.I. Chukovsky (1926) allegedly said that Yulia Ivanovna “cannot stand fairy tales” (comments to the collection “Yu. Fausek. Pedagogy of Maria Montessori.” M.: Genesis, 2007. P. 349). In his memories of childhood, Yu.I. Fausek writes the opposite. 6 Units hr. 1. L. 160. 7 Units. hr. 1. L. 160. 8 Units. hr. 1. L. 245, 260. 9 Units. hr. 1. L. 261. 10 N.V. Stasova (1822--1895). Active activist in women's higher education, one of the organizers of the Higher Women's (Bestuzhev) Courses, daughter of a major Russian architect V.P. Stasova, sister of the famous art critic V.V. Stasova. 11 Units hr. 1. L. 269. 12 Units. hr. 1. L. 280. 13 Units. hr. 2. L. 270. 14 Selecting excerpts from the memoirs of Yu.I. Fausek, for publication in this collection, we did not limit ourselves to portraits of biologists, but we considered it appropriate to give some descriptions of the life of female students and events that were especially memorable to the author. 15 About him and his research, see: Sapp J., Carrapico F., Zolotonosov M. Symbiogenesis: The Hidden Face of Constantin Merezhkowsky // History and Philosophy of the Life Sciences. 2002. Vol. 24. P. 413-440; Fokin S.I. Konstantin Sergeevich Merezhkovskiy (1855-1921). "100 Years of the Endosymbiotic Theory: from Prokaryotes to Eukaryotic Organelles. Hamburg, 2005. P. 6--7; Fokin S. AND. Konstantin Sergeevich Merezhkovsky // Russian scientists in Naples. St. Petersburg: Aletheya, 2006. P. 190--195., About Merezhkovsky of the St. Petersburg period, for example, there is only one phrase in the memoirs of A.M. Nikolsky (1858--1942). From the history of biological sciences Vol. 1M.; L., 1966. S. 79--108. - practically the only source where the same scientists of St. Petersburg in the early 80s are mentioned. XIX century, as in Fausek’s memoirs. 16 In addition to the break of 1889-1895, when biological disciplines were not taught at all at the VZhK, this was the teaching of botany, zoology and physiology. For these areas of biology, special departments were created at the Courses in 1879. Anatomy and histology were initially included in physiology and only since 1906 were they allocated with the formation of a separate department for their reading, headed by A.G. Gurvich (1874--1954). 17 In 1886 Borodin replaced A.S. Famintsina began reading plant physiology at the VZHK. 18 N.P. Wagner was also known to the reading public of that time as "Purr-Cat" - the author of a large cycle of fairy tales, short stories and several larger literary works. 19 Maria Nikolaevna Stoyunina (1846--1940). The head of one of the best St. Petersburg private girls' gymnasiums, the wife of the famous teacher and methodologist V.Ya. Stoyunina (1826--1888). She was expelled from Russia in 1922 along with the family of her daughter, who was married to the famous philosopher N.O. Lossky. She died in exile. Yulia Ivanovna worked under the leadership of V.Ya. Stoyunin in the gymnasium of the book. A.A. Obolenskaya. 20 Nikolai Mikhailovich Knipovich (1862--1939), future major hydrobiologist-oceanographer, professor, corresponding member, and honorary academician USSR Academy of Sciences; Alexander Ilyich Ulyanov (1860--1887), elder brother of V.I. Ulyanov-Lenin, fourth year student at ISPbU, participant in the preparation of the assassination attempt on Alexander III, executed in 1887; Julius Nikolaevich Wagner (1865--1946), future prof. zoology in Kyiv, and after emigration, at the University of Belgrade, the son of N.P. Wagner; Victor Andreevich Fausek (1861--1910), future famous zoologist-embryologist, prof. VZhK and their director, as well as prof. Zoology of the Women's Medical Institute. 21 Vladimir Mikhailovich Shimkevich (1858--1923). Zoologist-evolutionist, graduate of Moscow University (1881), invited by N.P. in 1886. Wagner in the place of privat-docent, replacing Merezhkovsky, who left St. Petersburg. Subsequently, the head. Zootomic and Zoological offices of ISPbU, academician of the Russian Academy of Sciences (1920) and rector of Petrograd University (1919-1922). There was prof. (1914-1919) and the last director of the All-Russian Housing Complex (1918-1919). 22 Units hr. 2. L. 399. 23 Units. hr. 2. L. 172. 24 Some formal moments (primarily dates) in Yulia Ivanovna’s memoirs should be treated carefully - sometimes she confuses them. So, Fausek arrived in St. Petersburg precisely in 1884 (and not in 1885 - l. 469 memoirs); Fausek and Andrusova got married in 1887 (and not in 1888 - l. 468). The descriptions of events and emotional assessments given by the memoirist, on the contrary, are apparently always accurate. 25 This means K.Yu. and A.A. Davidovs (director of the conservatory and publisher of magazines), V.A. and E.I. Beklemishev and L.V. and M.F. Posen, who visited many writers, artists, sculptors, actors and musicians: D.N. Mamin-Sibiryak, G.I. Uspensky, V.A. Shelgunov, D.S. Merezhkovsky, Z.N. Gippius, A.I. Kuprin, A.I. Kuindzhi, M.V. Nesterov, N.N. Ge, G.G. Myasoedov, P.A. Bryullov, M.P. Klodt, R.R. Bach, G.R. Zaleman, P.P. Zabello, P. Samoilov, A. Rubinstein, A.V. Verzhbilovich, A.S. Auer et al. 26 Tragedy in the family prof. V. Fauseka // St. Petersburg newspaper. 1910. January. No. 15. 27 Central State historical archive St. Petersburg. F. 14. Op. 3. D. 55793. 28 Rezvoy P.D. From my zoological memories // Workers of Soviet hydrobiology. V.M. Rylov. G.Yu. Vereshchagin. A.L. Bening. M.; L.: Ed. Academy of Sciences of the USSR, 1963. P. 31. 29 Maria Montessori (1870--1952). Italian teacher, founder of a widespread system of preschool education, based on the development of various skills in children during classes in the form of free games with visual aids. 30 Units hr. 17. L. 1. 31 Units. hr. 17. L. 1. 32 Units. file 17.L. 42. 33 Units hr. 17. L. 107. 34 During the work on the Montessori system, Yu.I. Fausek published several books that formed the basis of the domestic practice of education according to this system: A month in Rome in the “Children's House” by Maria Motessori. Pg., 1915; Montessori method in Russia. Pg., 1924; Montessori kindergarten. Experiences and observations during twelve years of work in kindergartens according to the Montessori system. M.; L., 1926; Montessori grammar for young children. M.; L., 1928; How to work with Montessori materials. L., b.g. and other publications. For Fausek’s contribution to the development of children’s pedagogy, see: Petrova N.B. Pedagogical heritage of Yu.I. Fausek as an experience in implementing the M. Montessori system in domestic preschool pedagogy: abstract of thesis. dis. ...cand. ped. Sci. Smolensk, 2002; Fausek Yu.I. Pedagogy of Maria Montessori / ed. E. Hiltunen, D. Sorokov. M.: Genesis, 2007. 35 units. hr. 17. L. 149. 36 According to the unpublished memoirs of V.A. Silukova (Archive of the Museum of the Russian State Pedagogical University named after A.I. Herzen), at least in 1934 Yu.I. Fausek worked in a high school. 37 N.V. Fausek was at that moment a teacher at the Moscow Aviation Institute. Shot on March 15, 1938 38 Fokin S.I. Russian scientists in Naples. SPb. : Aletheia, 2006; Memory lives through the centuries // St. Petersburg University. 2007. No. 15, 18, 19. Most of the memoirs were published in 2010: Sorokov D.G. Russian teacher. Family stories and method scientific pedagogy Julia Fausek. M.: Forum, 2010. 39 Only selected fragments from the second part of “Memoirs” - “Bestuzhev courses, work, meetings” are published. OR RNB. F. 807. Unit. hr. 2. L. 270--399. Overall volume Fausek's memoirs - 883 sheets in units. hr. 1--4 and 17. Manuscript in 19 notebooks, in ink; started between 1936 and 1938. and the last notebook was completed in the autumn-winter of 1939. The entries devoted to the period 1866-1887 are chronological in nature, the rest describe individual periods of life or meetings with representatives of the creative intelligentsia at different times. 40 Higher women's courses, founded in 1878, were located until 1884 on Sergievskaya Street. on the second floor of E.A.'s house Botkina, wife of the famous physician S.P. Botkin (current address: Tchaikovsky St., 7). 41 Vladimir Sergeevich Solovyov (1853--1900), major religious philosopher, Doctor of Philosophy ISPbU. A graduate of Moscow University and a volunteer student of the Moscow Theological Academy, at the All-Russian Residential Complex in 1879-1882. I read the history of ancient philosophy. 42 Andrei Ivanovich Zhelyabov (1851--1881), Sofia Lvovna Perovskaya (1853--1881), Nikolai Ivanovich Kibalchich (1853--1881) - populist revolutionaries, members of the revolutionary terrorist organization "People's Will", leader and perpetrators of the assassination attempt on Alexander II, were executed in St. Petersburg on April 3, 1881. 43 According to the published biography of A.S. Famintsina (Stroganov B.P. Andrey Sergeevich Famintsyn. M.: Nauka, 1996), from marriage with O.M. Aleeva in 1880, the Famintsins gave birth to a daughter (1882) and a son (1891). Perhaps Andrusova meant her son from her first marriage, about whom we know nothing. 44 Wagner himself, on the contrary, considered himself a supporter of the scientific study of this phenomenon, although the work special commission at Physical Society, created for the scientific verification of spiritualistic “miracles” by D.I. Mendeleev in 1875, did not satisfy him. 45 This personality trait of the famous zoologist was also noted by others who remembered him: see. Shimkevich V.M. Modern chronicle. N.P. Wagner and N.N. Polezhaev (from the memoirs of a zoologist) // Journal of the Ministry of Public Education 1908. New. ser. 16. Dept. 4. P. 1-18; Nikolsky A.M. From the memoirs of a zoologist... P. 86--87. 46 U N.P. Wagner had three daughters, we are obviously talking about the youngest - Nadezhda, born in 1876. 47 This is the general opinion of those who remembered N.P. Wagner during the period when he headed the Zootomy office of ISPbU: see. Fokin SI. Russian scientists in Naples... P. 281. 48 S.M. Herzenstein (1854-1894), a native of Kherson, from a Jewish merchant family; graduate of ISPbU 1875; since 1880 learned custodian Zoological Museum ISPbAN. 49 V.N. Velikiy (1851-1917?), graduate of ISPbU (1874), student of F.V. Ovsyannikov, later a professor and rector of Tomsk University, worked in Kyiv from 1903. 50 Here Yulia Ivanovna changed the order of events in Vvedensky’s life. It is possible that she did not know exactly the history of his participation in the “trial of the 193s,” according to which he, as a student, was arrested in 1874 for revolutionary propaganda among the peasants and spent 3 years in prison. Later (1879) Nikolai Evgenievich was able to graduate from the university. 51 Money for the organization of P.F. Lesgaft Biological Laboratory with a Natural Science Museum and “Courses for female students and leaders of physical education” were given by his student - I.M. Sibiryakov (1860-1901), a famous industrialist and philanthropist, brother of A.M. Sibiryakova. 52 This episode in the memoirs of Yu.I. Fausek does not fit well with known facts. Lieutenant General V.G. Glazov (1948-1920) was Minister of Public Education in 1904-1905. Admission to the DRC was temporarily closed in 1886-1889. under Minister I.D. Delyanov (1817-1897), who was in this position from 1882 to 1897, but the residential housing complexes were already in a new building on the 10th line of Vasilyevsky Island since 1885. According to the memoirs, it turns out that the courses were closed from 1884 to 1885, which is not confirmed in the literature. Probably, they were talking only about financial problems associated with the construction of a new building in 1883-1885. Indeed A.M. Sibiryakova was one of the most generous patrons of the arts of that time. 53 B.F. Verigo (1860--1925), graduate of ISPbU, electrophysiologist, student of I.M. Sechenov, later prof. Novorossiysk and Perm universities. 54 Mikhail Mikhailovich Usov (1845--1902), zoologist-embryologist, was a graduate of St. Petersburg University (1869), where he studied with F.V. Ovsyannikov as tunicates, and only then went to Kazan, where he became a professor of zoology. He defended his dissertations for the degree of Doctor of Philosophy in Göttingen (1874), his master's dissertation at ISPbU (1877) and his doctorate in Kazan (1885). 55 K.S. Merezhkovsky graduated from ISPbU in 1880 and worked under the supervision of N.P. Wagner until 1886, when he retired and settled in Crimea. He returned to service in 1902 at Kazan University, where he became an associate professor and then a professor of botany. His short biography cm.: Fokin S. AND. Russian scientists... P. 190--195. 56 The dark side of Merezhkovsky’s life, which Yulia Ivanovna mentions in passing, was a sexual addiction to minors. In Kazan, already a professor, he was put on trial because of this (1914) and was forced to go abroad. This side of his life is covered in detail in the book by M.N. Zolotonosov "Orniepenis of the Silver Age". M.: Ladomir, 2003. 57 Later, the material from this course by Merezhkovsky was included as a separate chapter in the book by N.P. Wagner "History of the development of the animal kingdom. Course of invertebrate zoology." St. Petersburg, 1885. 58 Maria Aleksandrovna Rossiyskaya (Kozhevnikova) (1861--1929), teacher of the Russian language in Orel (1877--1879), graduated from VZhKv in 1883, where she attended lectures both in natural sciences and in special mathematics departments, where she specialized in physics. After graduation she left (1884-1887) as an assistant to prof. Wagner and took up zoological research, including at the Sevastopol Biological Station under the leadership of SM. Pereyaslavtseva; published several papers on crustacean embryology. 59 Alexander Yakovlevich Gerd (1841-1888), famous natural science teacher, son of an Englishman, teacher of the Grand Dukes, including the future Tsar Nicholas II; He was mainly engaged in mineralogy; member and chairman of the Society for the Delivery of Funds of the DRC. 60 In fact, we are talking about a zootomy room. 61 Yulia Ivanovna actually worked in the Zootomy office not only in Wagner’s absence, but also after his return from a trip abroad. But this was a time when Nikolai Petrovich was no longer interested in the affairs of the cabinet, entrusting it first to Merezhkovsky, and after the latter left St. Petersburg - to Shimkevich, whom he invited from Moscow. 62 Konstantin Ivanovich Khvorostansky (1860--?), a graduate of ISPbU in 1887, worked in the office for several more years as he was left to prepare for the professorship; traveled to the Solovetsky biological station twice (1887 and 1890) and was the keeper of the office. In science, however, he really did not become famous for anything since in 1894 he went to work in a bank. 63 Then V.M. Shimkevich had just received his master's degree and was not yet a famous scientist. 64 Officially, the department was called the Department of Zoology, Comparative Anatomy and Physiology of the Natural Sciences Department of the Faculty of Physics and Mathematics of ISPbU; It then consisted of three rooms: Zootomy, Zoology and Physiology. The latter was divided into the actual Physiological and Anatomical-Histological in 1888. at the suggestion of F.V. Ovsyannikov; in fact, these were already 4 independent departments. 65 Alexander Ilyich Ulyanov (1866-1887) managed to receive a gold medal in his 3rd year at the university for his essay “Study of the structure of segmental organs of freshwater Annulata” (1886). Here we are apparently talking about work for the title of candidate, which was defended at the end of a university course. According to the memoirs of A.I. Ulyanova, at the beginning of 1887, Alexander studied the organs of vision in some type of worm. Cm.: Polyansky Yu.I. Work by Alexander Ulyanov on the structure of segmental organs of freshwater annelids // From the history of biological sciences. Vol. 10 (Tr. IIET, vol. 41). M.; L., 1961. S. 3--15. Prize-winning essay by A.I. Ulyanov published in the same place, p. 16--28. 66 This work - "Ciliates of Kerch Bay" was published - in the Proceedings of the St. Petersburg Society of Naturalists (vol. 16, pp. 236--258) and can be considered one of the first protozoological studies done in Russia by women.

) - Russian teacher in the field of preschool education and primary education, sister of geologist and paleontologist Academician N. I. Andrusov, wife of biologist Professor of Moscow University V. A. Fausek.

Biography

Born into the family of a navigator of the Russian Shipping and Trade Society; I lost my father early. She studied at the Kerch women's gymnasium; in 1884 she graduated from the Higher Women’s (Bestuzhev) Courses. She taught biology in secondary women's educational institutions in St. Petersburg, continuing to study science.

Later, moving away from biological science, she began to study the problems of preschool pedagogy. She visited Italy to study the pedagogical method of Maria Montessori and became the most prominent promoter of this method in Russia. In May 1918, she opened the first kindergarten in Petrograd, working according to the Montessori system. It was attended by 200 children aged from one to nine years.

She died in besieged Leningrad. She left memories stored in the Russian National Library (partially published).

Family

Memory

In the city of Kerch, on Aivazovsky Street, the house in which the Andrusovs spent their childhood has been preserved in a dilapidated state.

Selected works

Andrusova Yu. I. Ciliates of Kerch Bay: From the works of Zool. Sib laboratory un-ta. - St. Petersburg. : type. V. Demakova, 1886. - 24 p. - (Ot. from // St. Petersburg. Society of Naturalists / Tr. – 1886. – T. 17, Issue 1.).
Geometry in the Montessori elementary school / Trans. from Italian: J. Fausek. - [Pg.]: The beginnings of knowledge, 1922. - 24 p.
Taubman V.V., Fausek Yu.I. Theory and practice of Montessori kindergarten. - Pg.; M.: Mysl, 1923. - 133 p.
Fausek Yu. I. Paper kingdom: Cutting out of colored paper as a tool for teaching “subject lessons”: Vol. 1. - St. Petersburg. : Y. Bashmakov and K˚, 1912. - 31 p.
Fausek Yu. I. Montessori grammar for young children. - M.; L.: State. publishing house, 1928. - 76 p. - (B-teacher). - 4000 copies.
Fausek Yu. I. Montessori kindergarten: Experiences and observations during seven years of work in kindergartens according to the Montessori system. - Berlin; Pb.; M.: Z. I. Grzhebin, 1923. - 215 p. || Montessori kindergarten: Experiences and observations during twelve years of work in kindergartens according to the Montessori system. - 2nd ed., rev. - M.; L.: Gosizdat, 1926. - 224 p. - (B-teacher).
Fausek Yu. I. The importance of drawing in a Montessori school: Experiments and observations. - Petersburg: Time, 1923. - 62 p.
Fausek Yu. I. How Baba Yaga lives. - St. Petersburg. : O. N. Popova’s company, 1913. - 16 p.
Fausek Yu. I. How Natasha and Kolya lived: [Stories for children]. - M.: Posrednik, 1928. - T. 1–6. - 67 s. - (Book 1. On the street; Book 2. At home; Book 3. Visiting grandmother; Book 4. In the garden in autumn; Book 5. In the garden in winter; Book 6. Comrades).
Fausek Yu. I. Montessori method in Russia. - Pg. : Time, 1924. - 82 p.
Fausek Yu. I. A month in Rome in the “Children's Home” of Maria Montessori. - Pg. : type. M. Volkova, 1915. - 189 p.
Fausek Yu. I. On attention in young children (according to Montessori): Report, read. in psychology laboratories Pedagogical museum. - Pg. : The Beginnings of Knowledge, 1922. - 16 p. - (Pedagogical library, No. 9).
Fausek Yu. I. Teaching literacy and speech development according to the Montessori system. - M.: State. publishing house, 1922. - 107 p.|| . - L., 1924. - 113 p.
Fausek Yu. I. Teaching numeracy using the Montessori system. - L.: State. publishing house, 1924. - 120 p. - (Textbooks and teaching aids for labor schools).
Fausek Yu. I. The Kidnapped Princess: Dramatic. fairy tale in 4 days for children. theater - St. Petersburg. : type. acc. Brockhaus-Efron Islands, 1909. - 36 p.
Fausek Yu. I. Development of intelligence in young children (according to Montessori). - Pg. : The Beginnings of Knowledge, 1922. - 23 p. - (Pedagogical library, No. 10).
Fausek Yu. I. Independent studies for students in grades 1–4. - L., 1940. - 48 p. - 1500 copies.
Fausek Yu. I. Montessori school material: Literacy and numeracy. - M.; L.: State. publishing house, 1929. - 118 p. - (B-teacher). - 4000 copies.
Fausek Yu. I., Sidorova M. A. How we do it. - Petersburg: Lights, 1922. - 20 p.
Montessori school didactic material processed by Yu. I. Fausek. - M.: State. publishing house, 1930. - 210 p. - 5000 copies.

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Introduction

The problem of forming a child's personality preschool age traditionally occupies one of the leading places in psychological and pedagogical science and practice. The search for a solution to the problems of activating a person’s internal resources, creating conditions for the creative flowering of the child’s essential powers, the full and harmonious development of his personality rises in different historical eras and rises as the main leitmotif of the formation of pedagogical science from Ya.L. Komensky and I.G. Pestalozzi to K.D. Ushinsky, L.S. Vygotsky and modern research.

At a new stage of development Russian society In the third millennium, this question sounds with particular social urgency. The need for systemic economic transformation, achieving high humanitarian standards of existence requires reforming the modern domestic school and preschool education based on a broad appeal to the best examples of global innovative pedagogical practice. In the search for real alternatives to building educational practice, pedagogy is increasingly turning to the unique experience of the pedagogical system of Maria Montessori (1870-1952). IN domestic school The first large-scale and deep attempt to implement the M. Montessori system was made by Yulia Ivanovna Fausek (1863-1943). Her effective experience of the M. Montessori system as an experience of cultural borrowing from a foreign pedagogical system is of great importance for her followers. The value of Yu.I.'s heritage Fausek becomes fully understandable today, as he proves that M. Montessori’s system is universal and requires minimal sociocultural adaptation if society is ready to accept a child as an equal person, but developing and therefore not like an adult.

The purpose of this work: a comprehensive study and characterization of the pedagogical heritage of Yu.I. Fausek.

The work consists of an introduction, two chapters, a conclusion and a list of references.

1. Brief personal history of Yu.I. Fausek

Yulia Ivanovna Fausek (1863-1942) daughter of the military sailor I. Andrusov, born June 3 (15), 1863 in the port city of Kerch - one of the founders Russian system preschool education.

At the age of nine, Yulia was sent to a boarding school; she did not like it here. Not wanting to learn everything that the “madame” forced her to do at the boarding school, the freedom-loving girl ran away to Mount Mithridates and enthusiastically watched birds and butterflies, lizards and snakes. When she was transferred to a women's gymnasium, Yulia was very successful in drawing and fell in love with Russian literature lessons. Freed from the oppressive influence of an authoritarian upbringing, she sighed with relief - that's what kind teachers and the absence of constant pressure mean.

The family constantly lacked money, and Yulia began to work - already in the fifth grade she began giving private lessons to children from rich families. After graduating from high school, having saved up some money, fifty rubles, in the summer of 1880, for the first time in her life, she boarded a train and set off alone across half the country to the northern capital. In those days, young enthusiasts chose a profession not at all out of personal passion, and, of course, not out of a random whim - enlightened youth sought to remain faithful to the ideals of the Great Reforms - serving the interests of the people. The clearly expressed social orientation of her beliefs prompted Yulia Andrusova to abandon the study of painting, to which she was so attracted, and to go to study as a “medical student,” but at Women’s medical courses accepted from the age of twenty, and she had just turned seventeen. Brother Nikolai called her in letters to return to Crimea, but the girl did not want to return with nothing. In addition, she completed only 7 grades, and in order to enter the Higher Women's Courses, she had to pass additional exams for the 8th grade: Russian and mathematics.

The director of the Kronstadt Women's Gymnasium, Nikolai Alekseevich Kobeko, found “excellent” in all subjects and “good” in behavior in her gymnasium certificate. To enter a higher school with such a mark was considered unthinkable in those days. Then the director rewrote the certificate of passing the tests, giving “five” for behavior. Having torn up the Kerch certificate and thrown it into the trash, he said to the amazed girl: “Just give your word that you will not tell anyone about my forgery until my death.”

What made a graduate of the Faculty of History and Philology of St. Petersburg University, who devoted his entire life to the cause of public education, to do this? Perhaps he foresaw future fate colleagues - future teacher. Only after learning about his death did she tell her friends about the generosity of this man, who opened the path to higher education for her. So, Yulia Ivanovna managed to enroll in the natural sciences department of the most democratic Higher Women's Courses in the capital. The young Crimean woman plunged headlong into the turbulent life of the city on the Neva, where everything was amazing: professors, fellow students, books, avenues, theaters. She studied with outstanding scientists: N.P. Wagner, I.M. Sechenova, N.E. Vvedensky and S.M. Herzenstein. To earn a living, like most female students of that time, the girl gave private lessons - this special skill of personal lessons with children will become a solid basis for her future pedagogical activity.

Fausek was friends with a whole galaxy of talented and wonderful people: V.M. Garshin and V.A. Gerd, P.B. Struve and V.S. Soloviev, P.M. Tretyakov and N.A. Yaroshenko, A.I. Kuindzhi and A.P. Chekhov.

Yu.I. died. Fausek in 1943 during the siege.

Yulia Ivanovna Fausek was the first follower of Montessori's ideas in Russia, whose ideas she became acquainted with while traveling in Italy with her family in 1907, when on a ship an unknown fellow traveler, an Italian teacher, told her everything he knew about Montessori and her ideas. She also played a huge role in the creation of Russian Montessori kindergartens.

2. Ideas of preschool education Yu. I. Fausek

Preschool education Yu.I. Fausek consisted, first of all, in the introduction and promotion of the “M. Montessori method”, in which she found provisions that reflected the essence of her own views. Among them, the following stand out:

- the existing education system is characterized by an underestimation of early childhood as an important period in personality development, and an attitude towards it as transition period from birth to “adulthood”;

- neglect scientific approaches In the organisation educational process leads to a dogmatic type of learning;

- underestimation of the uniqueness of individual age periods, the specific needs and capabilities of children associated with physiological and mental changes in the body, leads to a decrease in the child’s motivation for learning;

- a rigid approach to programs and methods in school pedagogy, the authoritarian nature of upbringing reduces the effectiveness of the educational process, limiting the creative initiative of the teacher and not allowing the child to realize their capabilities and abilities;

- the traditional approach to determining the goals of education ignores the goals and interests of the students themselves.

In October 1913, Yu.I. Fausek with the support of the director of the private Commercial School M.A. Shidlovskaya and Professor S.I. Sozonova organized the first kindergarten in St. Petersburg using the Montessori system. Relying in their practical activities on the pedagogical system of M. Montessori, Yu.I. Fausek enriched her with her own experience work with children, significantly deepening and concretizing the meaning of the main provisions of Montessori pedagogy in relation to the practice of domestic education of preschoolers.

The set of pedagogical positions of Yu.I. Fausek is expressed by the following series of provisions.

1) Effective pedagogy is a pedagogy of attention. Origin and formation mental activity in a child it begins with a characteristic phenomenon of attention. Yu.I. Fausek argued that to cultivate attention means to educate the person as a whole, because without developed attention there is no logical thinking, there is no creativity, which is closely related to understanding the world. In her opinion, certain conditions are necessary for such education:

The first is things, objects of Montessori didactic material. Attention small child is attracted not by the art of the teacher, but by the “subject” that captures and fixes his attention. Objects cannot and should not be random; they must be strictly selected experimentally, organized in space and offered so as not to harm the natural development of the child’s senses;

The second is freedom, an experimental condition for studying attention in a child. This freedom consists in the freedom to choose subjects, in the freedom of long-term exercises, and it does not matter which subject from the didactic material the child chooses to study; if he devotes himself to it for a long time with all the intensity of attention, this is a sign of mental health;

- third - preparation of mental centers in relation to the external object that caused it. The teacher’s task is to bring attention to a state of tension: for this he must lead students from the known to the unknown, from the easy to the difficult so that the known always precedes the unknown, so that the easy is always present in the difficult.

- fourth is interest. Not all items outside world attract our attention equally. Interests are aroused by objects that are useful to the inner content of our life. Everyone takes what is good for him.

2) Individual approach: pedagogical assistance to the child’s desire for knowledge. According to Yu.I. Fausek, honest education is always individual and inextricably linked with freedom. Since in classes the child is given the freedom to choose work according to his inclinations and abilities, and the freedom to devote himself to the chosen work for as long as the child’s developing mental order requires, then children different ages find themselves at the same stages of development in one area or another. And since they do not need to reach out to each other, they do not need to be equal in any skills, which is inevitable in group classes, they can not linger on things that are too easy for themselves and dwell on difficult ones for as long as they need.

3) Reliance on children's need for work. Children need to be provided with an environment that provides conditions for organized work. According to Fausek, one should take into account the rhythm of children’s spontaneous work. According to her observations, the highest increase in performance in children occurs between 10.5 and 12.5 hours. Montessori calls this period a period great job, which is preceded by a period of involvement in work. During this period, it is necessary to keep children busy with interesting and easy work, then the transition to a period of heavy work becomes easier and becomes a habit. It has been noticed that after a period of a lot of work, children even rest more calmly, without running around and fussing.

4) Pedagogical assistance to the child’s desire for knowledge. Yu.I. Fausek is convinced of the universality of the inner thirst for knowledge of all children. No matter how naturally gifted a child is, there is always room for improvement. To help grow these capabilities to the highest limit in a richly gifted child, to help the average child to calmly and evenly develop his abilities, to reveal positive traits for insufficiently capable children, not allowing them to stall is the task of the educator.

5) Fostering discipline as internal order and freedom. According to Fausek, discipline is associated with rational freedom.

6) Continuity of exercise as holistic methodology. Main mechanism child development, according to Yu.I. Fausek, advocates the continuity of the exercise. All objects of material are interconnected by one continuous chain, one common idea. Exercises on one improve the other, develop and strengthen skills. Yu.I. Fausek emphasized that the desire to be methodical is inherent in every child. And Montessori, with its materials and techniques, only supports this desire, not allowing it to fade away.

7) Order in the organization of the development environment. The first condition for organization is order, so the classroom environment must be carefully thought out. Order in everything: in the arrangement of furniture and other things, keeping the materials that children work with clean, etc. in such an environment it is easier to navigate, he knows where everything is, where to take it, where to put it.

8) Education with silence as the formation of self-regulation. Fausek assigns a special role to the development of the child’s ability to “listen to silence,” i.e. feel the environment and others. Moreover, it is important not that children sit “absolutely quietly.” It is important how every child comes to the ability to maintain silence: sit quietly, be silent, silently get up and walk between tables and chairs, catch his name spoken in a whisper.

9) Fostering social responsibility through mutual assistance. Fausek attaches great importance to this; in her opinion, the formation of a sense of mutual attention and support is a way of instilling social responsibility, which is born in a child by itself, without necessarily involving him in collective work.

10) Formation of will and internal responsibility. In all activities, the child first develops and then strengthens his will. When a child learns to read, write, practice grace and precision of movements, silence, etc., he learns to control himself, learns to be a person with a will, learns to be obedient.

11) Formation of respect or cooperative attitude.

12) Pedagogical tolerance as the ability to be close to and respect the child’s condition: pedagogical attention instead of pedagogical intervention.

13) Attractive individuality is the main quality of a teacher.

14) Gaining trust is the main pedagogical task and moral responsibility in education.

Work experience of Yu.I. Fausek allowed her to identify and show the specifics of didactic techniques educational work according to the M. Montessori system, the essence of which she reveals in the process of describing didactic materials:

- autodidacticism of developmental material;

- a three-step lesson as a way to introduce new names into a child’s vocabulary;

- analysis and decomposition of activities into individual elements;

- highlighting the algorithm for completing tasks, etc.

1. The technique of introducing children to new names according to the principle of a three-step lesson is widespread in the M. Montessori system and is the main component of the technology. A three-stage lesson is characterized by a structure of three components - three phases of the lesson:

- association of visual and tactile (muscular) sensation with sound (This is...). At the first stage of a three-stage lesson, the primary visual perception child of an object in combination with auditory perception;

- perception (Show me...). Consolidating the association of visual, tactile and muscular perception with a spoken concept. The first and second stages serve to form a passive vocabulary;

- speech (What is this?). Motor speech centers join the emerging association between visual, tactile and sound perception, which contributes to the translation of the word into the active dictionary.

2. Analysis and decomposition of activity into individual elements as propaedeutic preparation of the child for the effective mastery of more complex intellectual activities. Any educational activity is analyzed (divided) into its component elements and mastered in isolation from other parts. All didactic material by Yu.I. Fausek both for sensory culture and for teaching literacy, numeracy, geometry, drawing, music, etc., is designed for isolated, but independent exercises. At the same time, each of the elements is not an element of only one specific culture, but in certain combinations is included in other areas.

3. Identification of an algorithm for completing tasks in relation to most didactic materials, which includes 3 types of actions.

The algorithm is the same for most Montessori materials and helps the child complete the task with minimal help from the teacher:

- recreation, construction from a given form different rows forms (classification of objects, alignment of serial series, etc.);

- comparison, comparison of elements of the constructed series according to formal and substantive characteristics (selection of pairs, objects or phenomena according to certain characteristics, etc.);

- design, modeling, recording the results of comparison (construction of a tower, drawing up examples, tasks, proposals, etc.).

The results of work in conditions of independent learning of a child in a prepared developmental environment allowed Yu.I. Fausek draw conclusions:

- individual independent work of the child in a prepared environment contributes to the early identification of children’s interests and inclinations;

- the emergence of interest in the work of others contributes to the formation of free cooperation, interaction without competition, a culture of autonomy,

- autodidactic nature of developmental material leads to the emergence of elements of self-control;

- the formation of self-control skills contributes to adequate self-esteem, the emergence of positive motivation for work and independence in general;

- positive motivation for work is accompanied by high “concentration” and “polarization” of attention, which leads to an increase in the complexity of the chosen work;

- the acquisition of knowledge, skills and abilities is accompanied by the formation of general educational methods of action (“acquisition of a method at work”);

- the formed “concentration” and “polarization” of attention are accompanied by the formation of a “working attitude”, which leads to “normalization” of behavior and facilitates the child’s adaptation to learning in primary school.

The listed conclusions allow us to characterize the pedagogical activity of Yu.I. Fausek as a system of effective methods and techniques subordinated to the following tasks: identifying and developing the individual characteristics of a child’s personality, forming its motivational sphere and creating conditions that ensure free self-development in accordance with individual capabilities and needs. In accordance with the basic principles that correspond to the humanistic direction in pedagogy, such as taking into account age characteristics, sensitive periods of the child, individualizing upbringing, providing free choice, the child’s personality is brought to the center of the pedagogical space.

Circle methodological developments Yu.I. Fausek (put into practice in 1913-1929) touched upon a wide range of important aspects of education and training, among which the following stand out:

- formation of elementary mathematical concepts;

- raising a child using natural resources;

- study of historical and cultural traditions of the state;

- teaching art, developing imagination in the process of visual arts;

- speech development and literacy training;

- space education;

- organization labor activity children;

- development of methods of active pedagogical observation, etc.

Yu.I. Fausek conducted a detailed analysis and developed methodological recommendations for a number of sections:

- speech development and literacy training in kindergarten;

- organization of observations of the educational process by the teacher;

- organization labor education children;

- organization of independent work of children with materials on space education;

- development of children's imagination in the process of art classes.

She also carried out a comparative analysis of the goals, objectives, forms and methods of teaching and upbringing in the context of children’s frontal educational work on the development of the environment, showing the importance of compliance with such conditions as: taking into account the individual characteristics of children, organization of the educational space, didactic material for independent studies, the role of the teacher in organizing independent work for children.

Having the Montessori system as a starting point for teaching children to write, Yu.I. Fausek considered written speech as a complex sign activity and contributed to the implementation of the following prerequisites:

- formation of sensorimotor skills aimed at preparing the hand for writing;

- development of such complex mental formations as the ability to abstract, arbitrariness, and the formation of internal speech;

- formation of positive motivation for mastering written speech.

She developed the grammar section in detail, outlining the theoretical foundations and building her methodology taking into account the conceptual requirements of the M. Montessori system and the characteristics of the Russian language. While working on this section, Fausek identified a task algorithm that can be applied to any didactic materials. Developing a method of active observation based on Montessori recommendations, Yu.I. Fausek received objective quantitative characteristics of development mental processes in children under conditions of free choice, showed the presence of four stages in the process of “normalization” of children, pointed out the similarities and differences in this process among children of different nationalities and backgrounds. Yu.I. Fausek also showed the importance and methods of organizing socially useful work in conditions of free self-development according to the M. Montessori system, revealing the content of work activity and ways of forming positive motivation for children to work. Having begun to develop the idea of cosmic education as a subject of study, she clarified the particular aspects of the methodological side and filled the environment surrounding the child with specific content.

Thus, the pedagogical legacy of Yu.I. Fausek represents a set of effective methods and techniques for working with preschool children according to the M. Montessori system, which she, throughout her teaching career, enriched with her own experience of working with children, significantly deepening and concretizing the meaning of the main provisions of Montessori pedagogy, in fact becoming the organizer of a new directions in domestic practice of educating preschool children.

fausek pedagogy preschool education

Conclusion

Pedagogical heritage of Yu.I. Fausek reflects the multifaceted activities of a teacher-researcher, including the following areas: theoretical activity, journalistic activities, organizational and pedagogical activities, practical work with children, scientific and methodological activities.

The set of pedagogical positions of Yu.I. Fausek is expressed by the following series of provisions: effective pedagogy is a pedagogy of attention; individual approach: pedagogical assistance to the child’s desire for knowledge; reliance on children's need for work; education of discipline as internal order and freedom; continuity of exercise as a holistic technique; order in the organization of the development environment; education with silence as the formation of self-regulation; fostering social responsibility through mutual assistance; formation of will and internal responsibility; fostering respect or cooperative attitudes; pedagogical tolerance as the ability to be close to and respect the child’s condition: pedagogical attention instead of pedagogical intervention; attractive individuality is the main quality of a teacher; Gaining trust is the main pedagogical task and moral responsibility in education.

So the experience practical application Yu.I. Fausek of M. Montessori pedagogy in the conditions of Russian preschool education ensured the creation of a unique pedagogical approach, a system of effective methods and techniques for the formation of a harmoniously developed, holistic personality of a child, subordinated to the following tasks: identifying and developing the individual characteristics of the child’s personality; the formation of her motivational sphere and the creation of conditions that ensure free self-development in accordance with individual capabilities and needs. At the same time, taking into account age characteristics, sensitive periods of the child, individualization of education, provision of free choice.

Bibliography

1. Montessori kindergarten [Text] / comp. K.E. Doubtful, Yu.I. Fausek. - M.: Karapuz, 2011. - 240 p.

2. Knyazev E.A. Yulia Fausek and free preschool education [Text] / E.A. Knyazev // Preschool education. - 2015. - No. 3. - P. 114-119.

3. Pedagogy Yu.I. Fausek [Text] // First of September. - 2000. - No. 54. - S.

4. Petrova N.B. Pedagogical heritage of Yu.I. Fausek as an experience in implementing the M. Montessori system in domestic preschool pedagogy: diss. for the job application uch. Art. Ph.D. [Text] / N.B. Petrova. - Cherepovets: ChSU, 2002. - 225 p.

5. Sorokov, D.G. Fausek Yu.I. Russian teacher. Memoirs of a Montessori teacher. Book 1 [Text] / D.G. Sorokov. - M.: Forum, 2010. - 398 p.

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Ideas of preschool education Yu.I. Fausek

Biography

Memory

Selected works

Notes

Links

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Biography

Family

Memory

Selected works

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Introduction

The purpose of this work: a comprehensive study and characterization of the pedagogical heritage of Yu.I. Fausek.

The work consists of an introduction, two chapters, a conclusion and a list of references.

1. Brief personal history of Yu.I. Fausek

Yulia Ivanovna Fausek (1863-1942) daughter of the military sailor I. Andrusov, born June 3 (15), 1863 in the port city of Kerch - one of the founders Russian system preschool education.

Fausek was friends with a whole galaxy of talented and wonderful people: V.M. Garshin and V.A. Gerd, P.B. Struve and V.S. Soloviev, P.M. Tretyakov and N.A. Yaroshenko, A.I. Kuindzhi and A.P. Chekhov.

Yu.I. died. Fausek in 1943 during the siege.

2. Ideas of preschool education Yu. I. Fausek

Preschool education Yu.I. Fausek consisted, first of all, in the introduction and promotion of the “M. Montessori method”, in which she found provisions that reflected the essence of her own views. Among them, the following stand out:

- the existing education system is characterized by an underestimation of early childhood as an important period in personality development, and an attitude towards it as transition period from birth to “adulthood”;

- neglect scientific approaches In the organisation educational process leads to a dogmatic type of learning;

- underestimation of the uniqueness of individual age periods, the specific needs and capabilities of children associated with physiological and mental changes in the body, leads to a decrease in the child’s motivation for learning;

- a rigid approach to programs and methods in school pedagogy, the authoritarian nature of upbringing reduces the effectiveness of the educational process, limiting the creative initiative of the teacher and not allowing the child to realize their capabilities and abilities;

- the traditional approach to determining the goals of education ignores the goals and interests of the students themselves.

The set of pedagogical positions of Yu.I. Fausek is expressed by the following series of provisions.

- fourth is interest. Not all items outside world attract our attention equally. Interests are aroused by objects that are useful to the inner content of our life. Everyone takes what is good for him.

5) Fostering discipline as internal order and freedom. According to Fausek, discipline is associated with rational freedom.

11) Formation of respect or cooperative attitude.

12) Pedagogical tolerance as the ability to be close to and respect the child’s condition: pedagogical attention instead of pedagogical intervention.

13) Attractive individuality is the main quality of a teacher.

14) Gaining trust is the main pedagogical task and moral responsibility in education.

Work experience of Yu.I. Fausek allowed her to identify and show the specifics of didactic techniques educational work according to the M. Montessori system, the essence of which she reveals in the process of describing didactic materials:

- autodidacticism of developmental material;

- a three-step lesson as a way to introduce new names into a child’s vocabulary;

- analysis and decomposition of activities into individual elements;

- highlighting the algorithm for completing tasks, etc.

1. The technique of introducing children to new names according to the principle of a three-step lesson is widespread in the M. Montessori system and is the main component of the technology. A three-stage lesson is characterized by a structure of three components - three phases of the lesson:

- association of visual and tactile (muscular) sensation with sound (This is...). At the first stage of a three-stage lesson, the primary visual perception child of an object in combination with auditory perception;

- perception (Show me...). Consolidating the association of visual, tactile and muscular perception with a spoken concept. The first and second stages serve to form a passive vocabulary;

- speech (What is this?). Motor speech centers join the emerging association between visual, tactile and sound perception, which contributes to the translation of the word into the active dictionary.

3. Identification of an algorithm for completing tasks in relation to most didactic materials, which includes 3 types of actions.

The algorithm is the same for most Montessori materials and helps the child complete the task with minimal help from the teacher:

- recreation, construction from a given form different rows forms (classification of objects, alignment of serial series, etc.);

- comparison, comparison of elements of the constructed series according to formal and substantive characteristics (selection of pairs, objects or phenomena according to certain characteristics, etc.);

- design, modeling, recording the results of comparison (construction of a tower, drawing up examples, tasks, proposals, etc.).

The results of work in conditions of independent learning of a child in a prepared developmental environment allowed Yu.I. Fausek draw conclusions:

- individual independent work of the child in a prepared environment contributes to the early identification of children’s interests and inclinations;

- the emergence of interest in the work of others contributes to the formation of free cooperation, interaction without competition, a culture of autonomy,

- autodidactic nature of developmental material leads to the emergence of elements of self-control;

- the formation of self-control skills contributes to adequate self-esteem, the emergence of positive motivation for work and independence in general;

- positive motivation for work is accompanied by high “concentration” and “polarization” of attention, which leads to an increase in the complexity of the chosen work;

- the acquisition of knowledge, skills and abilities is accompanied by the formation of general educational methods of action (“acquisition of a method at work”);

- the formed “concentration” and “polarization” of attention are accompanied by the formation of a “working attitude”, which leads to “normalization” of behavior and facilitates the child’s adaptation to learning in primary school.

Circle methodological developments Yu.I. Fausek (put into practice in 1913-1929) touched upon a wide range of important aspects of education and training, among which the following stand out:

- formation of elementary mathematical concepts;

- raising a child using natural resources;

- study of historical and cultural traditions of the state;

- teaching art, developing imagination in the process of visual arts;

- speech development and literacy training;

- space education;

- organization labor activity children;

- development of methods of active pedagogical observation, etc.

Yu.I. Fausek conducted a detailed analysis and developed methodological recommendations for a number of sections:

- speech development and literacy training in kindergarten;

- organization of observations of the educational process by the teacher;

- organization labor education children;

- organization of independent work of children with materials on space education;

- development of children's imagination in the process of art classes.

Having the Montessori system as a starting point for teaching children to write, Yu.I. Fausek considered written speech as a complex sign activity and contributed to the implementation of the following prerequisites:

- formation of sensorimotor skills aimed at preparing the hand for writing;

- development of such complex mental formations as the ability to abstract, arbitrariness, and the formation of internal speech;

- formation of positive motivation for mastering written speech.

fausek pedagogy preschool education

Conclusion

Pedagogical heritage of Yu.I. Fausek reflects the multifaceted activities of a teacher-researcher, including the following areas: theoretical activity, journalistic activities, organizational and pedagogical activities, practical work with children, scientific and methodological activities.

Bibliography

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