Past: Elizaveta Vodovozova on how natural science began to be taught at Smolny

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Context

Course with employment: "The profession of a Methodologist from scratch to PRO"

Ushinsky, exploring every corner of the institute, came across a permanently locked room. Finally, the door opened, and an amazing picture appeared before him. The huge space was filled with antique cabinets, which contained an impressive collection of representatives of the animal world. The room also contained remarkable minerals for their time, valuable physics instruments, and a variety of herbariums. This unique collection attracted attention and served as an important source of knowledge about nature and science.

Empresses Maria Feodorovna and Alexandra Feodorovna donated their treasures to the institute, but they were never used or displayed to the students. Because these were gifts from the two empresses, the institute's leadership deemed it necessary to keep them safe, which led to them being locked in a large separate room. The existence of this room was likely long forgotten, except by the guard assigned to protect them. However, even he apparently paid no attention to this, as many of the precious items were damaged by moths. Preserving historical artifacts requires not only careful handling but also due attention to prevent their deterioration and ensure access to cultural heritage for future generations.

Konstantin Dmitrievich often recalled his significant discovery, which had left a profound impression on him. He believed it was necessary to introduce physics and natural science instruction, but he recognized that he would face significant obstacles. His superiors, skeptical of innovations, would do everything possible to hinder the introduction of these subjects. The main pretext for refusal was the significant expense of acquiring physics instruments, collections, and models, which could delay the process indefinitely. Furthermore, the institute had already discussed the impossibility of conducting physics experiments in the classroom, as there was no dedicated space for them. And so, Ushinsky's dream came true in an unexpected way. The necessary funds, needed for equipment repairs and additional purchases, were allocated without any difficulty. Ushinsky shared with a smile how his discovery had surprised everyone, and his superiors had perceived it as something divine, helping him in his endeavors. This incident marked a significant step toward modern science education.

A special guard was assigned to the physics classroom to ensure its safety. This room, previously always locked, now became an ideal location for lessons. All necessary materials and equipment for experiments were readily available to the teacher, significantly simplifying and enhancing the learning process.

In her memoirs, "At the Dawn of Life," E. N. Vodovozova shares unique recollections covering important moments in her life. These two volumes are a valuable source of information about a time when significant changes were taking place in society and culture. The reader will be able to immerse themselves in the atmosphere of that era, learn about the author's personal experiences and her interactions with the world around her. Vodovozova's memoirs are not only interesting from a biographical perspective, but are also an important historical document that allows us to better understand the context of the events that shaped the lives and worldviews of people during that period. Published in 2018, the book continues to attract the attention of readers interested in history and personal destinies.

Context

Elizaveta Nikolaevna Vodovozova (1844–1923) was a renowned children's writer and author of pedagogical articles and books. She was educated at the Smolny Institute for Noble Maidens, graduating in 1862. Vodovozova left vivid memoirs of her childhood and adolescence, in which she recounts in detail her studies at the Smolny Institute. Her works not only entertained children but also contributed to the formation of their morality and education, making her contribution to literature and pedagogy significant.

Before Konstantin Dmitrievich Ushinsky was appointed inspector of the Smolny Institute, Vodovozova recalled that the institution resembled a prison for girls. Harsh living conditions, cruel treatment, and a poor standard of education prevailed there. The emphasis was placed solely on French, the Law of Religion, and good manners. Ushinsky, who took over as inspector, became a key figure in transforming the educational process and improving conditions for the students.

Education at Smolny and similar educational institutions for girls was based not on textbooks, but on notes dictated by teachers. Often, the teachers themselves had only a superficial understanding of their subjects. Reading was discouraged, if not frowned upon, and conditions for it were not created. Natural sciences were excluded from the curriculum altogether, as it was believed that girls did not need them. More information about the education and upbringing system at Smolny and similar institutions can be found here.

In 1859, Konstantin Ushinsky was appointed school inspector. Although he held the position for only about three years, he succeeded in radically changing the approach to education and improving the existing procedures. Ushinsky introduced new methods that facilitated more effective learning and created a comfortable educational environment. His reforms left a significant mark on Russian education and influenced the further development of the system.