Who opened progressive schools for ordinary people in pre-revolutionary Russia?

Contents:

• How private schools for the people began to appear
• Schools of Nikolai Bunakov
• Schools of Sergei Rachinsky
• Schools of Maria Tenisheva

How private schools for the people began to appear

The concept of a public school, or "public school", arose as a result of the educational reform of Catherine II, carried out in 1782-1786. The Empress established main and small public schools, which provided secondary and primary education, respectively. Small schools were intended for representatives of the common classes, which contributed to raising the level of education among the general population. This reform was an important step towards the accessibility of education and the formation of a literate society in Russia.

The grandsons of Catherine II made significant changes to the educational system of Russia. Alexander I proclaimed the principle of classlessness of educational institutions, which opened access to education to wider segments of the population. In contrast to this, Nicholas I established a strict gradation of educational institutions. Parochial elementary schools, intended for peasants, provided a basic education, while district town schools, also elementary, served merchants, artisans, and other townspeople. Gymnasiums, offering a complete secondary education with the possibility of entering higher education, were available only to the nobility and officials. These changes reflected the social and political realities of their time and had a significant impact on the further development of the Russian education system.

Before 1864, there were very few non-state schools for ordinary people in Russia—only 10–15 per province. These educational institutions were under the control of the Ministry of Public Education. Typically, public schools provided a limited set of knowledge, including reading, writing, and arithmetic skills, as well as the basics of the Law of God. However, in more developed two-class schools with two teachers, the curricula could be somewhat expanded, allowing students to acquire additional knowledge.

Profound changes in the public education system began during the reign of Alexander II. Gymnasiums were once again allowed to admit students regardless of social class, although tuition remained fee-based and unaffordable for ordinary people. In 1864, zemstvos were created, which began opening zemstvo schools, which became the most common type of primary education institution in the second half of the 19th century. The "Regulations on Elementary Public Schools" were also adopted in 1864 and 1874, allowing for the establishment of private primary and secondary schools. This paved the way for a broad public initiative in the field of education of ordinary people, contributing to the increase in the availability of knowledge and the development of educational infrastructure in the country.

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Schools in pre-revolutionary Russia: 10 interesting Facts

In pre-revolutionary Russia, the education system had its own unique characteristics and traditions. Here are ten interesting facts about schools of that time.

In Russia before the revolution, there were several types of educational institutions, including gymnasiums, realschule (real school), and elementary schools. Gymnasiums prepared students for university, while realschule (real school) emphasized practical skills.

Education was available primarily to boys, but in some cities, schools for girls opened, which was an important step towards their education and social emancipation.

The curriculum included the study of various subjects, such as mathematics, history, literature, and languages. The emphasis was on classical languages ​​such as Latin and Greek.

The educational process was often carried out under strict discipline, and students were subject to various forms of punishment for inappropriate behavior or academic failure.

Church schools played an important role in the educational system, teaching children the basics of religion and the basics of literacy.

Funding for schools depended on local authorities and private donations, which led to significant differences in the quality of education in different regions of the country.

At the beginning of the 20th century, reforms aimed at improving the educational system began in Russia. New teaching methods emerged and the number of educational institutions increased.

Famous educators of the time included Anton Makarenko and Vasily Sukhomlinsky, who made significant contributions to the theory and practice of education.

Pre-revolutionary Russia also saw the development of various clubs and societies that promoted additional education and the cultural development of young people.

These facts highlight the importance of schools in pre-revolutionary Russia and their influence on the future development of the country's educational system.

From the late 1850s, private public schools began to proliferate in Russia. One of the first public educators was Leo Tolstoy, who founded a school in Yasnaya Polyana in 1859. At this school, he taught peasant children free of charge, using an approach that later became known as free education. Students had the opportunity to study in a format that was convenient for them, including classes held in an informal setting, such as on the floor. Tolstoy also encouraged open interaction between students and teachers, which contributed to an atmosphere of respect and equality. You can learn more about the principles of such educational institutions in our article on experimental schools in the Russian Empire.

Leo Tolstoy's example and his ideas had a significant influence on many educators who sought to introduce innovative approaches and progressive pedagogical concepts into their educational institutions that were unconventional for their time. These ideas inspired educators to create educational programs focused on the development of the individual and the free creativity of students.

There are many schools that offer a high-quality education. Let's look at three examples of such institutions. These schools are known for their high academic standards, qualified teachers, and diverse programs for students. They provide not only academic development but also the development of personal qualities, which makes them attractive to parents and students.

Schools of Nikolai Bunakov

The influence of Tolstoy's school had a significant impact on Nikolai Fyodorovich Bunakov (1837-1904). As a teacher, writer, and public figure, he was an active member of the "Land and Freedom" society and devoted almost his entire life to the development of education. Bunakov worked as a Russian language teacher at the military gymnasium in Voronezh, where he admired the works of Konstantin Ushinsky and had the opportunity to communicate with him. He actively led zemstvo teachers' congresses and courses for teachers, introducing innovative teaching methods. Bunakov became a leader of the socio-pedagogical movement, which contributed to the improvement of the educational process and the quality of education in Russia. Nikolai Fyodorovich criticized the public school system of his time, describing teachers as incompetent and inept, who merely filled children's heads with unnecessary information. He identified illiteracy as a fundamental problem in society and insisted on the introduction of comprehensive, free primary education. This education was supposed to provide the opportunity to continue their education in higher-level educational institutions. According to Bunakov, the entire education system should have a national character, forming in citizens a sense of belonging to their country, as well as instilling respect for universal values.

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Leo Tolstoy On the Imperfections of Education: School for Teachers, Not for Children

Leo Tolstoy spoke out about the shortcomings of the educational system, arguing that the modern school is focused on the needs of teachers, and not on the interests of students. He emphasized that education should be adapted to children, their needs and characteristics. In his works, Tolstoy emphasized the importance of an individual approach to learning, believing that each child is unique and requires careful attention.

Tolstoy criticized traditional teaching methods, which often ignore the interests and abilities of students. He advocated for the development of critical thinking and creativity, and not just the memorization of facts. Tolstoy's pedagogical views remain relevant today, emphasizing the need to reform the educational system with an emphasis on the personality of the child and his or her development.

Bunakov opposed the close relationship between the church and school, believing that this hindered the development of education. However, he supported the teaching of the Law of God, believing that education should be based on the interests of the people. Bunakov also emphasized that peasants wanted their children not only to learn to read and write, but also to become more resourceful. He noted that peasant children absorbed their parents' serious attitude toward learning. Therefore, Bunakov believed it was necessary to make public education more meaningful and diverse, expanding it beyond the simple fairy tales, jokes, riddles, and tongue twisters used in traditional alphabet books.

All of Bunakov's ideas were put into practice at the elementary school in Voronezh from 1867 to 1884, and at the peasant school in the village of Petino from 1884 to 1902 in the Voronezh province. These educational institutions became important centers of education, employing progressive teaching methods aimed at student development and meeting the needs of the local population.

The first school was open to children of all social classes aged seven to eight and offered a two-year program of study aimed at preparing for gymnasium. This institution was not intended for the poor, as tuition was 60 rubles per year. For comparison, the average daily wage of a carpenter at the time was about 83 kopecks, which amounted to about 21 rubles per month for a six-day workweek. Nevertheless, the school provided free education for several children from needy families. The curriculum included subjects such as the Law of God, reading, writing, arithmetic, visual geometry, drawing, drafting, a foreign language, and the basics of homeland studies, including history and geography. This helped expand students' horizons and introduce them to the unique features of their native land. A three-year zemstvo school was opened in Petino, where tuition was free for all children. This institution was the first in the village, and it was attended by most of the children from Petino, as well as students from nearby and even remote villages, for whom a boarding school was organized. Over the 19 years of the school's existence, the number of students exceeded three hundred. The curriculum included subjects such as the native language, arithmetic, singing, human anatomy, and homeland studies. As part of reading lessons, students studied the classics, as well as articles on Russian history and natural science. The school played a vital role in the educational process and cultural development of the region, providing children with access to knowledge and opportunities for personal growth.

In his schools, Bunakov sought to provide children with far more opportunities than those offered by typical zemstvo schools. Extracurricular activities played an important role in the educational process. Students studied gardening and vegetable gardening, participated in theatrical productions, and participated in school festivals. The educational process was accessible to both boys and girls, which contributed to the comprehensive development of children and the development of their creative abilities.

Bunakov strove to ensure that lessons were both serious and engaging, appropriate to the children's developmental level. He opposed rote learning and believed that the primary teaching method should be conversation between teacher and students. The curriculum was structured sequentially: first, the teacher discussed topics they were familiar with, for example, comparing a duck and a chicken, and only then moved on to new materials. Various forms of learning included essays, correspondence between students and the teacher, personal diaries, and outdoor walks. Lessons could last up to two or three hours, with no homework or grades. This approach contributed to a deeper understanding and active involvement of children in the learning process.

In his teaching, Nikolai Fedorovich actively used visual methods. He did not limit himself to oral presentation of the material, but also used teaching aids, stuffed animals, herbariums, and collections for a deeper understanding of the topics studied. In 1870, Bunakov organized an exhibition displaying these visual materials, which contributed to an improved comprehension of the educational material and student interest.

Educational institutions lacked both strict discipline and complete permissiveness. Respect for the student was combined with high expectations. Children had the opportunity to answer the teacher while seated and freely ask questions. However, lessons did not begin until all students had taken their places in the classroom. Punishments were used, but not in the form of physical force: if someone interfered with the learning of others, they could be temporarily suspended from classes for a period ranging from one lesson to several days.

For Bunakov, transparency in the work of educational institutions was an important aspect. He allowed parents to attend schools and provided them with annual reports on their activities, even if the education was free. Bunakov didn't limit himself to school activities. He visited peasant homes, urging them to send their children to school, especially girls, who were the least willing to attend. He purchased shoes and clothing for needy children. In Petino, he founded a social and educational complex, which included a school for children, a school for adults, a community center, a clinic, a library, and the first amateur peasant theater in Russia. This initiative contributed to raising the educational level and cultural development of the local population.

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Education in Russia over a hundred years ago: history and teaching methods

A hundred years ago, and even earlier, the Russian education system was undergoing significant changes. Curriculums of that time differed from modern approaches to teaching. Both public and private educational institutions played an important role in the educational process, offering a variety of programs.

The most common were classes for primary education, which emphasized literacy and basic arithmetic skills. In addition, there were gymnasiums and real schools, which prepared students for university or practical work.

Teaching methods included lectures, practical classes, and independent work. Teachers used traditional approaches, such as memorization of texts, which contributed to the development of discipline in students. However, despite strict methods, innovations were gradually introduced into the educational system, such as active student participation in the learning process and the use of visual aids.

The study of foreign languages, history, and the natural sciences became accessible to a wider audience, contributing to the cultural and intellectual development of society. Thus, educational courses in Russia more than a hundred years ago became the basis for the formation of future generations and laid the foundation for modern educational practices.

This era in the history of education in Russia was an important stage that had a significant impact on the further development of the educational system, shaping the values ​​and approaches that are still relevant today.

Bunakov's endeavors were ruined by his tense relationship with the authorities. In 1884, he was suspected of political unreliability and removed from organizational and pedagogical work, which forced him to leave Voronezh and move to Petino. In 1902, for criticizing official school policy, Bunakov was arrested, deprived of the right to teach, and exiled to Ostrozhsk, located in the Novgorod province. He died in this place two years later. Without its founder, the school in Petino ceased to exist.

Sergei Rachinsky's Schools

Sergei Alexandrovich Rachinsky (1833–1902) was an outstanding Russian educator and leader who took a unique approach to the development of peasant education. As a professor at Moscow University, a botanist, and an academician, he made significant contributions to science, including becoming the first translator into Russian of Charles Darwin's famous work, "On the Origin of Species." Despite his scientific achievements, Rachinsky remained a conservative and deeply religious man, which influenced his teaching activities and educational philosophy. His work had a significant impact on the education of peasants and the development of educational initiatives in Russia.

In 1867, after a conflict with the university administration, Rachinsky resigned and returned to the family estate of Tatevo. In 1875, he founded a school and actively pursued the development of parish education. Parochial schools had existed since before the reforms. In 1836, the Holy Synod approved the "Rules for the Primary Education of Settler Children, Including Schismatic Children," which obligated rural clergy to educate parish children. However, by the 1850s, such schools began to disappear, primarily due to a lack of funding and a lack of interest among priests. Rachinsky, recognizing the importance of education for the local population, actively promoted the idea of ​​parochial education, which contributed to the revival and improvement of the educational system in the region.

Rachinsky developed his unique concept, inspired by the ideas of Leo Tolstoy, Konstantin Ushinsky, and the Slavophile religious philosopher Ivan Kireevsky. The main idea was that peasants needed a practice-oriented education that would take into account the specificities of Russian culture. Education must be original, and upbringing must be popular, which will create an effective educational system that promotes social development and preserves traditional values.

Rachinsky criticized the reforms of the 1860s, considering them unsuccessful and revolutionary ideas destructive. He emphasized the importance of education for children, arguing that both boys and girls should receive education for at least three to four winters. Considering that during the agricultural season, peasant children usually work in the fields, education should begin no earlier than ten years old. This is necessary so that children can effectively absorb the material and retain it. Rachinsky also noted that without the participation of the church, the problem of universal education in Russia cannot be resolved.

Based on his reflections, Rachinsky founded a new-style rural school in Tatev. It maintained a strong connection to Orthodoxy while providing children with a high-quality secular education and future prospects. This school offered free tuition to peasant children of both sexes, and a boarding school was organized for students from remote villages. A hospital, opened at Rachinsky's initiative, was located nearby. The school received parochial status, initially offering a four-year education, but in 1898 it was expanded to a six-year program. This innovation contributed to the improvement of the educational level and social mobility of peasant families in the region.

Rachinsky emphasized that peasants, even if they were uneducated, cared about what their children learned. Above all, parents want their children to know prayers well and to develop the fear of God. If the school cannot provide these values, they will resist the educational process, regardless of its potential benefits. Therefore, the curricula developed by Rachinsky emphasized theology. The study of Church Slavonic occupied a prominent place. Rachinsky viewed this not only as "excellent mental gymnastics" but also as a rational approach to developing reading skills. In rural areas, the main sources of literature were the Psalter and the Lives of the Saints, which emphasized the relevance of this study. At Rachinsky's school, students were taught Russian, arithmetic, the Word of God, church singing, and natural history, covering the local flora and fauna. Students were taught to read not only the Psalter but also the works of Russian and foreign classics. The curriculum later expanded to include geometry, basic physics, geography, natural science, and history. Particular attention was paid to artistic and aesthetic education, which was reflected in the school's national design.

Nikolai Bogdanov-Belsky's famous painting, "Mental Arithmetic. At S. A. Rachinsky's Public School," depicts the school's founder himself. The future artist who created this work was the illegitimate son of a poor peasant woman and was educated at this school. Thanks to Rachinsky's attention and support, who noticed his talents, he first enrolled in the drawing school at the icon-painting workshop of the Trinity Lavra of St. Sergius, and then continued his studies at the Moscow School of Painting, Sculpture, and Architecture and the Higher Art School of the Imperial Academy of Arts. Nikolai Bogdanov-Belsky later recalled his teacher with gratitude, emphasizing the importance of his role in his artistic development.

Rachinsky became my guide on the road to knowledge and self-improvement. This remarkable man, a true teacher of life, had a significant impact on my destiny. I am sincerely grateful to him for all the lessons he taught me. In his presence in the village, none of us dared to commit bad deeds. Under his guidance, we, the students, strove to rid ourselves of our vices and develop as individuals. Rachinsky instilled in us respect for morality and ethical values, shaping our understanding of right and wrong.

Rachinsky believed that by the age of ten, peasant children had already acquired significant life experience, were responsible for themselves, and understood the importance of work. Therefore, they studied with great diligence and a desire for knowledge, they only needed the right direction. Based on this, he emphasized the need for longer classes for such children than in schools for members of the privileged classes, to ensure a deep and high-quality assimilation of the material.

Rachinsky's lessons lasted almost the entire day, with breaks for lunch, afternoon snacks, and rest. Instead of drumming knowledge into students, he strove to ensure that their students mastered the material themselves. In this, he was aided by such works as Ushinsky's "Native Word" and Tolstoy's "New Alphabet" and "Books for Reading." The school also offered craft classes where students could learn practical skills such as farming, beekeeping, carpentry, joinery, tailoring, lace-making, and folk crafts. These classes contributed to the children's well-rounded development and shaped their work skills for the future.

The development of parochial schools like Rachinsky's corresponded to the spirit of the counter-reforms. In 1884, the "Rules on Parochial Schools" were approved, providing for the creation of a wide network of educational institutions of this type. Between 1881 and 1894, the number of parochial schools increased from 4,000 to nearly 32,000, and the number of students increased from 105,000 to 981,000, including girls, who increased from 13,000 to 173,000. Although these schools did not reach the level of advanced institutions like Rachinsky's, they contributed to the increase of literacy among the population, which was of significant importance for the society of that time. The creation and spread of parochial schools played a significant role in educational reform and the improvement of the cultural level of citizens.

In 1889, Rachinsky was awarded a lifetime pension for his significant contributions to education.

Sergei Alexandrovich played a key role in the creation of more than 20 schools, four of which he financed himself. His work attracted many followers. Tatevo became a center of innovative school education: teachers from all over Russia came here to exchange experiences, which contributed to the creation of new educational institutions. Moreover, Rachinsky trained future teachers from among his graduates, which significantly improved the quality of the teaching staff in the region.

From 1885, he held the position of inspector of public schools and trustee of girls' schools in the Smolensk province. He developed a plan for universal public education, which became the basis for school construction in the region. Alexander III is known to have invited him to become his children's tutor, but he declined, explaining that "many people would want this position, but no one could replace me here."

In 1902, Sergei Rachinsky, the founder of the school in Tatevo, died. From 1902 to 1924, the school bore his name, but after that, Rachinsky's role in its creation was forgotten for many years. Only in 1998 was the school renamed in honor of Sergei Rachinsky, and since then it has continued to bear his name. Restoring historical justice underscores Rachinsky's importance for the educational process in Tatevo.

Maria Tenisheva's Schools

Princess Maria Klavdievna Tenisheva, née Pyatkovskaya (1858–1928), played a key role in the development of public education in Russia. She was not only an artist and philanthropist, but also a teacher who actively supported cultural initiatives. Tenisheva was deeply affected by changes in society and the spread of nihilism, which reflected her religious views and patriotism. Respecting the people, she strove to preserve the uniqueness of Russian culture, which made her one of the key figures in the movement for education and cultural enlightenment.

Tenisheva argued that the main task of the teaching staff is to create a favorable environment conducive to a child's creative expression, activity, and initiative. She emphasized that a rural teacher must be an active participant in the life of the village community and have a deep understanding of its needs and interests. This will not only improve the educational process, but also promote the development of the local community.

Her second marriage to Prince Vyacheslav Nikolaevich Tenishev (1844–1903), an industrialist, ethnographer, and founder of the progressive Tenishevsky Real School, inspired Maria Klavdievna to realize her ideas. This collaboration became an important milestone in her life, opening new horizons for her work and creativity.

Between 1892 and 1896, Tenisheva and her husband settled in Bezhitsa, near Bryansk. Within four years, she opened six schools for children of various ages, evening classes for adults, and a vocational school. In addition, Tenisheva founded a club, organized public readings, and actively advocated for respectful treatment of workers. Her work had a significant impact on the education and social development of the region.

She also founded several elementary public drawing schools for talented children from disadvantaged families in St. Petersburg and Smolensk, and organized teacher training courses for these schools.

The educator's most significant project was the agricultural school. This educational institute is aimed at training specialists in the field of agriculture, which in turn contributes to the development of the agricultural sector. The agricultural school offers modern curricula and practical application of knowledge, making it an important center for advanced training of farmers and agronomists.

Tenisheva was deeply upset that peasants dependent on agriculture did not have the skills to effectively use the land. For a long time, she dreamed of creating an educational institution that would solve the problem of agrarian illiteracy and prepare qualified "masters of the land." This institution was supposed to teach modern agricultural methods in order to improve the standard of living of peasants and promote the development of the agricultural sector.

In 1893, the couple purchased the estate of Ekaterina Svyatopolk-Chetverinskaya, a close friend and ally of Tenisheva, in the village of Talashkino in the Smolensk province. In 1894, in the nearby village of Flenovo, they founded a unique agricultural school. This educational institution became an important center of agricultural education and played a significant role in the development of regional agriculture.

Talashkino was created as an "ideological estate" with the goal of education, agricultural development, and the revival of folk art and culture. The local school here truly surprised with its standard and approach to education.

The main building houses spacious furnished classrooms, a kitchen, and a dining room. A dormitory was built for students from remote regions, and apartments for teachers. The school library was designed as a fairytale tower, creating an atmosphere of comfort and inspiration for readers.

The grounds housed specialized buildings, including workshops, a beekeeping museum, and a meteorological station. The surrounding landscape was designed with the educational institution's agricultural focus in mind, while also emphasizing the importance of religion for the peasants. A church was built nearby. Tenisheva's educational program emphasized Orthodoxy and patriotism, which contributed to the development of spiritual and moral values ​​in students.

The curriculum at Tenisheva's school lasted six years. The institution accepted boys and girls of all social classes, starting at age 14, free of charge. The school educated children not only of peasants, but also of townspeople, employees, artisans, and nobles. During practical summer work, students were provided with meals by the educational institution.

The founder of the orphanage provided the children with full support. All teenagers were dressed in neat and clean school uniforms and shoes. At a time when peasants often went barefoot in the summer, and in winter children might only have one pair of felt boots for the whole family, schoolchildren received winter clothing, including fur coats, hats, and boots. The school's primary focus was agricultural subjects, such as farming, land surveying, gardening, livestock breeding, geodesy, vegetable gardening, and beekeeping. In addition, as part of the general education program, students studied a variety of subjects, including calligraphy, the Law of God, Russian and Church Slavonic, arithmetic, geometry, Russian history, zoology, legal studies, chemistry, physics, technical drawing, botany, and geography. This combination of specialized and general subjects provided students with the comprehensive education necessary for successful careers in agriculture and other fields. Boys could learn various crafts, such as carpentry, turning, basket making, and saddlery, while girls mastered needlework. Workshop work was mandatory for all students. These workshops offered classes in handicrafts, including embroidery, ceramics, wood carving, and drawing. These skills not only developed creative abilities but also shaped practical skills that were essential for social life. Learning crafts helped preserve traditions and culture, and also allowed children to gain valuable knowledge that could be applied in the future.

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The History of People's Universities in the Russian Empire: Features and Significance of These Educational Institutions

People's universities in the Russian Empire emerged in the late 19th century and became an important element of the educational system. These educational institutions were created to provide education to a wide range of the population, including peasants and the working class. The main goal of people's universities was to raise the level of education and cultural awareness among the population, thereby contributing to the development of society as a whole.

People's universities offered a variety of courses covering various fields of knowledge: from the natural sciences to the humanities. Their open and accessible nature of education helped attract students who did not have the opportunity to receive an education in traditional educational institutions. Instruction was conducted in both Russian and other languages, making education more accessible to various ethnic groups.

Key aspects of the people's universities were their social focus and commitment to developing critical thinking in students. This was made possible by attracting renowned scholars and educators who shared their knowledge and experience. People's universities played a significant role in shaping public consciousness and increasing political activity among the population.

Despite their achievements, people's universities faced a number of difficulties, including a lack of funding and limited attention from the authorities. Nevertheless, they left a noticeable mark on the history of education in Russia and contributed to the dissemination of ideas of enlightenment and social justice.

Thus, people's universities in the Russian Empire represent an important stage in the development of the educational system, which influenced the further evolution of higher education in the country.

Tenisheva actively invested in her school, which allowed her to attract highly qualified teachers, including renowned professors from the capital. For example, courses in fruit growing and gardening were taught by the founder of Russian genetics, botanist Robert Regel. The availability of an extensive library and the use of modern educational methods contributed to the development of professional farmers in the spirit of Stolypin's reforms. This created the foundation for high-quality agricultural education and the training of specialists capable of making a significant contribution to the development of the agricultural sector.

The founder of the Talashkino school sought to integrate training and education, emphasizing the development of the individual abilities of adolescents. She focused on practical knowledge and skills that would be useful in everyday life. In her work, Tenisheva encouraged teachers to find their own teaching style and apply a differentiated approach to student assessment. Instead of expelling underperforming students, she sought ways to teach them something useful. For example, one of the hooligans, who had expressed a desire to become a barber, received the opportunity to study hairdressing in St. Petersburg thanks to Tenisheva's support.

Artistic education and the development of aesthetic sensitivity played an important role in the education. The school had a theater, which contributed to the students' psychological liberation, allowing them to express their feelings and emotions on stage. Tenisheva's school also organized a balalaika orchestra, consisting of 30 students under the direction of the renowned musician Vasily Lidin. These initiatives contributed not only to cultural development but also to the children's confidence, an important aspect of their personal growth.

The orchestra actively participated in various events in Smolensk and attended the World's Fair in Paris in 1900. The musicians' instruments were crafted by talented artisans from Talashkino, and for the Paris performance, they were painted by artists familiar with Tenisheva, including Mikhail Vrubel and Konstantin Korovin. This experience marked a significant milestone in the orchestra's history and strengthened its reputation internationally. Introducing students to national traditions and spiritual values ​​played a key role in the school's educational process. Tenisheva founded the Skrynya Museum of Ethnography and Russian Decorative and Applied Arts, the first museum in Russia, in Talashkino, which became a popular destination for school excursions. The museum housed over 10,000 folk artefacts, including costumes, utensils, antique icons, furniture, jewelry, and 16th-century royal doors. In 1911, Tenisheva donated this unique collection to the city of Smolensk, thereby contributing to the preservation and popularization of Russian cultural treasures. Tenisheva's work in Talashkino was recognized by many contemporaries as a national achievement. However, the Bolsheviks did not share this opinion and criticized the princess for her political myopia after the 1917 Revolution. In 1919, Tenisheva managed to leave Russia and spent the next nine years in exile, where she died. Her contribution to culture and art remains significant, despite the lack of recognition from certain political circles.