K.D.USHINSKY – THE GREAT RUSSIAN EDUCATOR
GREAT PEDAGOGUES
Text 1
Exercise 1. Read the text and get ready to do exercise 2.
HEINRICH PESTALOZZI
(1746-1827)
Born in Zürich, Pestalozzi was brought up by his mother after his father died when the boy was five years old. This experience started his view, central in his educational outlook, of the importance in early education of mother and home. Strongly influenced by the writings of Rousseau, Pestalozzi abandoned ideas of entering the ministry and later the law and became a farmer though not a successful one. An industrial school for 20 orphans, which he set up and in which work and learning were to be combined, was a financial failure. He turned to writing. The work, that made the most powerful impact, was a novel of village life “Leonard and Gertrude”, in which he described a form of home instruction where learning was based on immediate observation by children. For example they began arithmetic by counting the panes in the window. His work attracted great attention, and made it influential in the development of educational ideas.
In 1798 Pestalozzi was briefly in charge of a school for orphans in Stanz in Switzerland, and afterwards, his ideas sharpened by experience, he was appointed the head of a teachers training college at Burgdorf. In 1805 he set up the Institute of Yverdon, a magnet for teachers and pupils from many European countries. Pestalozzi’s most important book “How Gertrude Teaches Her Children” was based on his experience at Burgdorf.
Essentially, Pestalozzi believed with Rousseau that the primary concern of education is the individual approach, and that a true method of education must be based on a firm understanding of the way in which children develop. Like Rousseau he believed that the life and operation of school should resemble those of a family, but unlike Rousseau he did not feel that the success of the home or the school called for exceptional parents or teachers or for ideal circumstances. And though he shared Rousseau’s concern for individuality, he recognized that a child depends a great deal on his social role for the full development of his powers. Pestalozzi’s approach to method initiated the first modern view of learning now widely followed: that it must begin in experience and lead to ideas and that it must be always within a child’s grasp. There must be progress from the near to the distant, from the simple to the increasingly complex.
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Exercise 2. Agree or disagree with the following statements.
1. The central view in his outlook was the importance of mother and home in early education.
2. Pestalozzi was influenced by the writing of Comeneus.
3. Children got only a profession in his industrial school.
4. A form of home instruction described in “Leonard and Gertrude” was based on immediate observation.
5. Pestalozzi thought that primary concern of education was collective work.
6. According to Pestalozzi it wasn’t necessary to know the physiology of child’s development.
7. He believed that school must resemble family.
8. Pestalozzi was sure that the child’s education depended on his social role.
9. He insisted that education must be complex from the very beginning.
Text 2
Exercise 1. Read the text, insert the prepositions where necessary.
JEAN JACQUE ROUSSEAU
Jean Jacque Rousseau was born ... Geneva. His mother died … his birth, and the first ten years of his life were spent … charge of his father. Most important … his future was the reading … different books, including … tales of Ancient Greece and Rome, which influenced his intellectual development a great deal. … ten he was sent … two years … a tutor who taught him Latin and some other subjects. The turning point … his life came … the age … twenty-five when he set himself to the study of literature and science. It was at that time that he approached the works of French and English writers … the 16th and 17th centuries. Then Rousseau turned … writing and made a name of himself as a man of letters.
“The Emile” is Rousseau’s chief work … education in which he described his principles … age-grouping and natural development. It was one of…the most considerable contributions … the educational thought … the 18th century. It was … once translated … several languages and attracted great attention … people interested … the problems … childhood and youth.
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Exercise 2. Say what contribution Rousseau made into pedagogical thought.
Text 3
Exercise 1. Read the text and get ready to answer the questions.
Notes: a series of readers – серия хрестоматий
Lyceum [lai’siәm] - лицей
K.D.USHINSKY – THE GREAT RUSSIAN EDUCATOR
K.D.Ushinsky was in the fullest sense of the word, the founder of the Russian primary school and pedagogical training for teachers. His contribution to Russian education was great. Ushinsky’s pedagogical ideas outstripped his time in many ways and were implemented only in socialist society. His works are not only of a historical value today but greatly assist the course of the genuinely people’s education that was the lifetime dream of the outstanding pedagogue, patriot and citizen.
Ushinsky was born in 1824 in Chernigov gubernia in the family of a well-to-do landowner. He learned very early to study independently and, after making a fine record in the gymnasium, Ushinsky enrolled in Moscow University at the age of 16. He graduated from the University with high honors when he was 20 years old. Two years later, despite his youth, Ushinsky was appointed professor of Jurisprudence at the Demidov Lyceum in Yaroslavl. His lectures were an immediate success for they were based upon his already considerable erudition. It was then that Ushinsky started criticizing the present educational system in Russia and was forbidden by the Ministry of Education to teach even in elementary school.
In 1855 many teachers who had lost work before could find jobs again. In 1859 Ushinsky was appointed the inspector at Smolny Institute in St. Petersburg. In 1860 Ushinsky became the editor of the Journal of the Ministry of Education and in two years completely changes its character. Under his editorship its focus was centered upon real problems of teaching, theories of pedagogy and psychology, accounts of educational activities and criticism of current pedagogical literature. Smolny Institute became a laboratory to which were directed the eyes of everyone interested in education. Ushinsky’s name became popularly known throughout Russia and at the end of his three years of work there he was already well-known as one of the foremost teachers and guides of educational movement in Russia and as a teacher of teachers.
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Ushinsky was not only concerned with Russian affairs but was a devout patriot. One of the basic principles of his pedagogical system is the inculcation of a feeling of patriotism in the young. In his early articles he expressed this view and never changed his basic concept that “education must be based on patriotism”. Ushinsky thought that this could be done best with the help of native language, taught at school. One of his most famous works “Rodnoye Slovo” (Native Word) was a series of readers for Russian children designed to give them greater love and respect for their national literature.
Ushinsky believed that education should devote itself primarily to the formation of character. Here a special attention should be paid to the development in the pupil of the habit to work. According to Ushinsky, “life without serious work can neither be worthy nor happy”.
Ushinsky underlined the personal influence of the teacher as an educational force. He put forward the idea of setting up seminars for teachers to train them for their important and responsible work.
Ushinsky was interested in foreign educational systems. He made trips to Germany, Switzerland, France, Italy and Belgium to observe school organization there. His first impressions after visiting Swiss institutions were published in the Journal of the Ministry of Public Education in 1862-63 in seven letters as “Pedagogical Travels in Switzerland”. These letters are not only valuable material for Comparative Education but are literary masterpieces of the Russian language. Ushinsky analyzed merits and defects of foreign educational systems always comparing them with actual conditions in Russia.
After coming back to Russia from abroad in 1867 Ushinsky devoted his energies to St. Petersburg Pedagogical Society. He traveled, lectured, held conferences and interviews and continued his research and writing. Such a programme was too much for his already weakened health. Ushinsky’s death in 1870 was mourned not only by teachers, but by all progressive people in Russia, not only in the capital but in the most distant corners of the country.
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Exercise 2. Answer the following questions.
1. Why is Ushinsky considered to be a great pedagogue?
2. Where and when was he born?
3. How did he get his education?
4. What was he appointed after he graduated from the University?
5. Why was he forbidden to lecture?
6. What posts was he appointed later?
7. What problems were under consideration in his journal?
8. What fame did he gain during his work at Smolny Institute?
9. What did he think about patriotism?
10. What must be formed with the help of education according to Ushinsky?
11. Why did he set forward the idea of special training for teachers?
12. What countries did he go to and what did he observe there?
13. What did he do while working in St. Petersburg Pedagogical Society?
14. What was the reaction to his death?
SPEECH EXERCISE.
Tell about one of great pedagogues.
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