Eralina
A.E.
Senior
lecturer of the chair of the history of Kazakhstan
Kostanay
State University named after A.Baitursynov
Kostanay
HISTORY OF TURGAY RUSSIAN-KAZAKH SCHOOL
AND
IBRAI ALTYNSARIN.
In this article the problem of creation of the first
Russian-Kazakh school in the Orenburg consolidation (g.Turgay). Particular
attention is paid to lighting the role of
Ibrai Altynsarin in region’s education.
The tsarist government sought to consolidate its
power, not only military and political measures, but also cultural and
educational steps. Gradually beginning to penetrate the Kazakhstan Russian
secular education, which was associated with the process of accession of
Kazakhstan to Russia. Organization of Russian schools was caused, on the one
hand, the desire for literacy of the Russian population / general population at
the time of strengthening the organization / on the other hand, the fact that
the tsarist government sought to prepare from the indigenous population to the
colonial officials and administrative staff in Kazakhstan. "Knowledge of
the Russian language becomes a means of exploitation ... Starting with the
Office of the Governor-General and ending at the parish clerk of the ruler, these
groups of intermediaries and interpreters strengthened and increased with the
further penetration of the tsarist in the steppe" [1, P.152].
The request was
necessary to establish a Russian-Kazakh schools in these fortifications.
A.A.Katenin motivated by the following considerations: "The belief in the
benefits of literacy is common to the Kazakh people very much, in spite of his
nomadic life. Because of this belief, some Kazakhs are sending their children
to study in Bukhara, some Mohammedan mektebs on the Orenburg line. Most wealthy
Horde / Kazakhs - A.Eralina / provides early education to their children
through home mullahs "[1 S.61-62].
July 8, 1860 received a note
in which the reported disapproving behavior interpreter Tatar, Bashkir army
cornet Irmakova in Orenburg strengthened. It was suggested to return to the
Orenburg line interpreter, and in its place to second the other. Hull
headquarters appealed to the Office of the Governor General to appoint instead
Irmakova zauryad Altynsarin-cornet with his production of content [2, L.25].
Expressing the consent of the post of translator in
the Orenburg strengthening, cabinet headquarters on May 31, 1860 appointed
Altynsarin teacher of Russian and Kazakh languages for
strengthening established within the school for Kazakh children. Hull
headquarters appointed him the contents of the translator, the other 240 silver
rubles were allocated from the jurisdiction of the Board consisting of the
amount of the exploration and development of ore in the desert, are released to
continue opening Kazakh schools in the fortifications [3 L.4].
Ibrahim arrived in
Orenburg Altynsarin strengthening July 22, 1860. His first impressions of
strengthening it describes as follows: "On the banks of the river Turgai,
looking around, seeing the darkness, the silence of the dead, lifeless steppe.
What a life? What misery, backwardness, incredible darkness! Can this situation
go on? "[4, P.31]. However, to open a school Altynsarin initially failed.
Head of the Orenburg strengthening Mengden refused to allocate funds for the
organization of the school, although it is a decision taken by a higher
authority. Altynsarin to convince others and, in particular, the head of the
strengthening in the value of education, teach a few students at home. In his
letter to the professor, orientalist N.I.Ilminskomu on November 18, 1860, he
wrote: "Baron / Mengden - Head of strengthening / wants to help open a
school, however, I have three students live together with me, and I teach they "[5,
C.11]. Altynsarin understood that the school will be open not easy. There was
neither the means nor the school premises or manuals. But these difficulties
have not stopped it. Inspired by the ideas, he traveled the auls, explaining to
the population, the importance of secular education, wanted to prepare in
Russian educated Kazakhs "accomplices to further intellectual and economic
development of the Kazakh people" and people everywhere are in support.
[5, C.11].
"Kazakhs me have a
lot of hope, showing me his intention to send their children ..." - wrote
Altynsarin [5, C.11]. Ibrai Altynsarin not satisfied with the system of
training only translators, and later he was able to improve the system of
public education in the province.
It should be
noted that Altynsarin when his secondment to the consolidation did not even get
the money due to him lifting and only in 1861, in the month of June was allowed
to issue a regional board of the amounts on exploration and development in the
Kazakh steppe 120 silver rubles zauryad-cornet and Altynsarin [6 L.29].
Also in 1861, on his initiative in strengthening the
Orenburg started building single-class school facilities. Organizational work
on the opening of schools has accelerated with the arrival of a new chief strengthen
Yakov Yakovlev. Help in providing school books provided Head strengthening
Yakovlev Y.P., he soon wrote a letter to the Regional Board of Orenburg Kazakhs
with the request to send in early January 1864 in the strengthening of school
textbooks, namely the Russian alphabet - 30; Grammar - 20; Arithmetic - 10;
Words - 12 pieces; Slate boards with grafilyami - 15 pieces [2 L.66].
Finally,
January 8, 1864 in the presence of more than 200 Kazakh officers and all who
are in the Orenburg strengthening solemnly opened Kazakh school. The opening of
the school Kazakhs met very friendly, and on the same day were identified in
the school 12 / should be on the list Altynsarin count them - 13 / boys who
were mostly children of the sultans, chiefs and honorary distanochnyh biys.
Caretaker and teacher of this institution has been appointed zauryad-cornet
Altynsarin [2 L.73-74]. After some time the school received two more boys. The
school was established boarding. This type of school Ibrai Altynsarin considered
most appropriate for the Kazakh steppe.
From the first day of
opening the school, he began to teach children. In a letter dated March 16, he
wrote: "In January, I have accomplished the long-awaited opening of the
school, and enrolled her in a 14/13-in list - A.Eralina / Kazakh boys, boys
nice and thoughtful. Like a hungry wolf for the lamb, I took hot for school
children. Go to last my surprise the boys for what some three months, learned
to read and even write in Russian and Tatar "[7, P.42].
It should be noted that the program proposed by
Altynsarin was more specific. With this training and educational work in the
school at Orenburg strengthening it was set better than in the Urals
strengthened. This is explained by the personality of the teacher found another
vocation from a young age to serve a pedagogical field, as well as a
sympathetic attitude to the school commandant strengthening Ya.P.Yakovleva case
[1, P.66]. Students also know the basics of Islam on the basis of benefits
Altynsarin "Shariati Islami." Altynsarin constantly had to defend the
students-Kazakhs from trying to teach the tenets of the Christian religion the
instructions of higher bodies oversee education in the province to the
provocative actions of teachers, missionaries. At the same time Altynsarin
Ibrahim criticized the mullahs' because they pose the only source of wisdom
Mohammedan faith "[5, C.11]. He claimed that Islam "does not deny the
need to study all the secular sciences and arts", "as evidenced by a compulsion,
even for those who get promoted Mullah (Khatib) study among other" fyanami
", ie science, arithmetic, medicine and astronomy," [5 , C.11].
May 22, 1865 the first students take an exam at the
end of the school year. Lovely distinguished marks in the exam Beremzhanov,
Apezov, Zhangozhin and Taschen, who were given a reward of four books:
"The History of nature and its phenomena," "Album lovers
cattle", "Pictures from the life of wild beasts," "Tales of
the sun, moon, and in the stars. "
Altynsarin felt that the
school should not only teach children to read and write, but also serve as an
example of a new cultural life, new habits of order, start of hygiene,
sanitation, crafts and nurture respect for the art of the Kazakh people in the
environment [2, L.143 ]; [5, P.208]. Altynsarin thus trying to instill in their
students a love of svomu people and at the same time knowing the Russian
language and holding not only Russian, but also universal education.
It should be noted
that in most cases, in wide circles of the imperial administration in
Kazakhstan is still dominated idea that education of the Kazakh people is
enough to restrict only a primary education, that is, knowledge of Russian
letters, especially the spoken language and the first four rules of arithmetic.
"The main attention should be paid to ensure that these young people have
received such an education, not averse to their compatriots and willingly
returned to the steppe, and there spread to information received by the school.
Therefore it is useless to give these young people, education is too high.
Involve Kirghiz our secondary education even harmful "[8, p.142]. This
reactionary policy of the Russian authorities resulted in the fact that in
secondary educational institutions of Kazakhstan studied very limited number of
children of non-Russian nationalities.
Subsequently, the first
school-based Altynsarin waited many changes and they were due to start the
conversion throughout the Steppe region, including in the Orenburg
strengthened. This is due to the conditions and the measures taken not only of
the royal administration, and the participation of the indigenous population of
the region, which is particularly evident in the apparatus of the
Russian-Kazakh schools, where, along with the activities Altynsarin actively
involved Kazakhs County and achieved positive results in this event.
Literature:
Использованная
литература:
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Исторический очерк русского
образования в Тургайской
области и
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Издание Тургайского сттистического комитета. – Оренбург,
1896. 274 стр.
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Ф.4, Оп.1, Д.
3820, Л.5.
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Педагогические идеи и
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Тургайской области.
Летопись
1774-1898 гг.- Оренбург.,
1900.
8. Тажибаев Т. Просвещение и школы Казахстана
во II половине
XIX
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