There is much in common in their destinies, although they personally met only twice, in Rome. Both were born in a military family, in coastal cities, both, in the end, took up pedagogy and achieved success in this occupation. Both one and the other moved to the capital. Both have written several books. We read each other's books. One read, agreed and faithfully followed what was written, the other read and wept from overwhelming feelings. One - the eldest - considered herself a student of the youngest, the second - the youngest - came up with a pedagogical system that is widespread throughout the world and is still called by her name. This is Maria Montessori and her Russian follower, Yulia Ivanovna Fausek.
Yulia Ivanovna Fausek was born on June 3 (15), 1863 in Kerch. Here she spent her childhood and youth. Then - the capital of Russia, St. Petersburg, and Bestuzhev courses (a private university for women), which at that time provided almost university education. I.M., who taught the physiology of the nervous system in them. Sechenov recalled: “The proof that it was a university is the systematic nature of the four-year course taught by professors, associate professors of the university, and even some academicians. I read in the courses the same thing and in the same volume as at the university, and, examining annually both there and here, I found from what I read, as a result, that one year the best students are examined, and the next the best students.
Even during her studies (1880–1884), Julia was actively engaged in laboratory practice within the walls of the university and tried herself as a teacher. However, her mentors linked Fausek's future to science. She chose a different path - after the courses she started working in a private women's gymnasium. At first, Yulia Ivanovna only replaced teachers, later she received her own classes, where she taught natural science, and, according to her own remark, "did a lot of stupid things."
She happily married and had two children. Unlike her future idol, Maria Montessori, Yulia Ivanovna was fond of theater and music in her youth. She was a dreamer, she knew how to listen carefully and for a long time, she could be direct. Her husband, a professor of zoology at St. Petersburg University, joked that it was difficult to find another woman who would know as much nonsense as Yulia. But people were attracted by her amazing charm, the integrity of her nature, her innate sense of humor, which did not leave her in the most difficult life conflicts.
Fausek was introduced to Montessori ideas while traveling in Italy with her family in 1908. But the fate that determined her future life caught up with her later, in 1913.
It was a difficult year for her. Husband died. Growing up children could not fill the void associated with the loss of a loved one. I wanted to try my hand at working with young children, but the Froebel system, which was then widespread in Russia, did not attract her. It was in 1913 that Yulia Ivanovna first came across an article by E.N. Yanzhul “On an Italian kindergarten”, and then the translation of the book by M. Montessori “Children's Home. The method of scientific pedagogy. And when she hears from a mutual friend about the physicist Lermontov, who annoyed everyone with stories about some kind of sticks, strings and cylinders brought from abroad, Fausek immediately understands that we are talking about the materials of the Italian known to her from the book. Yulia Ivanovna meets Lermontov, and even the deafness of the old man does not become an obstacle to communication. Almost daily they met to study the material brought by the physicist. Then there were two exhibitions at the university and in the "Salt City", which caused only bewilderment and ridicule among most teachers. Fausek is one of the few who not only immediately and unconditionally accepts Montessori pedagogy, but is also ready to act.
Later, Yulia Ivanovna recalled: “At that time of my life, I was like a ship wandering in the sea on a foggy night and losing direction, striving first to one, then to another imaginary luminous point, until the bright light of a real lighthouse cut through the fog and indicated to the loser hope to the helmsman of the true path. Such a saving beacon, flaring up with ever brighter light and calling to move forward, to the new promised lands for our children, was the Montessori system for me. Already in October, thanks to the efforts of Fausek, M.A. Shidlovskaya opens the first Montessori group in Russia.
In the spring of 1914, thanks to the director of the school, S.I. Sazonova Yulia Ivanovna leaves for Rome, where she spends a month attending an international course for teachers of the Montessori education system and getting acquainted with schools that work according to this system. Already in 1915, her first book, A Month in Rome at Maria Montessori's Orphanages, appeared. After returning, Fausek goes to work "with more confidence in his abilities and even more confidence in the system."
The kindergarten grew, and in 1915 the "zealously guarded seclusion" was violated. Teachers, some scientists and just curious people began to visit him. The most attentive observer of outlandish activities was the artist Petrov-Vodkin, whose two godchildren went to the Fausek kindergarten. It was he who once remarked: "These children will have their eyes wide open, and their ears, and their whole body, and their whole mind to perceive the outside world."
Director of the school S.I. Sazonov not only supported Yulia Ivanovna in every possible way, but also sought funds as much as he could to open a second group. In October 1916, with Fausek, as in a distorting mirror, the story of M. Montessori was repeated, who was helped to start research by the Italian industrialist Eduard Talamo. Fausek's initiative was noticed by the Society of Textile Manufacturers. Yulia Ivanovna was asked to draw up a plan for the creation of two "Children's Homes" at the factories.
Later, in her diary entries, Fausek recalled: “I did everything very soon, but after my report, although it was decided to open these houses, the initiators of this case hesitated for so long in assigning the required amount that five months passed, during which they me negotiations, as if afraid to part with those insignificant money that were needed for a good cause. The February revolution confused all the cards, the project was closed.
Yulia Ivanovna describes her encounter with high society even more sarcastically. Apparently, Sergei Ivanovich Sazonov, who persuaded her to give a report at the house of Count Sheremetyev, more than once regretted his perseverance.
Here is how Fausek describes the questions put to her: “One of the brilliant gentlemen suddenly asks: “And this, as you put it, Montesquere, is he old or young? - "It's not him, but she, and her name is Montessori" - "Oh, she ..." - drawled the questioner, threw up his monocle, and, circling his face with his hand in a ballet gesture, added: "... And pretty?"
Fortunately, with a small subsidy received from the Ministry of Education, it was possible to organize courses for those wishing to become more familiar with the Montessori system. There were accepted 25 listeners, all with higher education. Thanks to charity concerts, a collection of donations was organized for the construction of the first city orphanage according to the Montessori system. His design was developed by a professional architect based on Talamo's book New Homes for Workers. The mayor promised to secure a plot near the city for the construction of this house. Dreams were dispelled in the frosty air of the February revolution.
Time of Troubles
Hard times followed the October Revolution. It is surprising that Yulia Ivanovna, carried away by her work, does not seem to notice them. She continues to work in the "Children's Town", where she arranged not only a playground for preschoolers, but also a real school. 125 children from 1 to 14 years old come to her. The time was hard and scarce, but the children showed an unheard-of thirst for work. “It happened that some child came to class and immediately lay down in a corner and immediately fell asleep: he stood in line for bread for the whole family from 6-7 in the morning. Often it was some five-year-old boy. After sleeping, he set to work,” recalled Fausek.
The whole life of the outstanding ascetic of pedagogy and preschool education Yulia Ivanovna Fausek (1863-1942) is an example of faithful service to the ideals of science and public education. Long time her name was not mentioned in official publications, but during the period of perestroika, interest arose in the pioneer of a kindergarten according to the system Montessori Pedagogy in Russia.
On June 3, 1863, a girl was born in the family of a retired naval officer, participant in the heroic defense of Sevastopol, Ivan Andrusov, she was named Yulia. The family lived in Kerch, his father served as a navigator on a merchant ship, he died at sea when Yulia was not even seven years old.
The girl did not have a spiritual relationship with her mother, and her older brother, Nikolai Andrusov, tried to make up for the loss of his father and became a true friend to her. He will always be her main example in life - a scientist, geologist, mineralogist, academician of the St. Petersburg Academy of Sciences.
At the age of nine, Yulia was sent to a boarding school, she did not like it here. Not wanting to learn everything that “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 excelled in drawing and fell in love with the lessons of Russian literature. Shed from the oppressive influence of an authoritarian upbringing, she breathed a sigh of relief - that's what it means good teachers and lack constant pressure. She remembered for the rest of her life what a joy it is - learn freely without being pushed around!
The family constantly lacked money, and Yulia began to work - from the fifth grade she began to give private lessons for children from wealthy 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 went alone across half the country to the northern capital.
In those days, young enthusiasts did not choose their profession out of personal passion, and, of course, not out of a random whim - enlightened youth strove to remain faithful to the ideals of the Great Reforms - serving the interests of the people.
The pronounced social orientation of her convictions prompted Yulia Andrusova to abandon the study of painting, to which she was so attracted, and go to study as a “medicine”, however, women’s medical courses were accepted from the age of twenty, and she had just turned seventeen. Brother Nikolai in letters called her to return to the Crimea, but the girl did not want to return with nothing. In addition, she completed only 7 classes, and in order to enter the Higher Women's Courses, she had to endure additional exams for the 8th grade: Russian and mathematics.
Director of the Kronstadt Women's Gymnasium Nikolai Alekseevich Kobeko E.K.) found in her gymnasium certificate, where it was “excellent” in all subjects, “good” in behavior.
To enter a higher school with such a mark in those days was considered unthinkable. Then the director rewrote the test certificate, putting "five" for behavior. Having torn the Kerch certificate and thrown it into the basket, he said to the astonished girl: “Just give me 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 whole life to the cause of public education, to do this? Perhaps he foresaw the future fate of his colleague - the future teacher.
ON THE. Kozeko since 1884 worked as a director of men's and chairman pedagogical council Alexander Women's Gymnasium in Kronstadt, these schools under his leadership became one of the best in the St. Petersburg educational district. Upon learning of his death, Julia told her friends about the generosity of a kind man with a funny last name, who opened the way for her to higher education.
So, Julia managed to enter the natural department of the most democratic Higher Women's Courses in the capital. It should be noted that in the second half of the 19th century, as in the beginning of the 20th century, women were not allowed to enter the imperial universities. The best representatives of Russian science, outstanding professors of St. Petersburg, associates of the founder of the Higher Bestuzhev Women's Courses, Andrei Nikolaevich Beketov, considered it their duty to teach here in order to help their compatriots overcome the humiliating prohibitions on education.
The young Crimean woman plunged headlong into the turbulent life of the city on the Neva, where everything amazed: professors, classmates, books, prospectuses, theaters. She studied with outstanding scientists: N.P. Wagner, I.M. Sechenov, N.E. Vvedensky and S.M. Herzenstein. In order to earn a livelihood, like most female students and students of that time, the girl gave private lessons - this special skill of personal lessons with children will become a solid foundation for her future teaching activities.
At the end of the course, Yulia was 21 years old, she aspired to do science. K.S. Merezhkovsky, the brother of a famous writer, invited her to work in the zoological office at the university and participate in the experiment. Julia appreciated the audacity of the scientist, because women at that time were not even allowed to cross the threshold of the university. This activity was not paid, and Andrusova went to work in a city school. In the system of state education, a diploma of completion of the Higher Women's Courses did not give any rights to the device, on the contrary, it prevented, because the graduates of the new “ women's university The gymnasium authorities watched without any confidence. However, Bestuzhev women were willingly accepted into the newly created private and public educational institutions, and Yulia got into the women's gymnasium of Maria Nikolaevna Stoyunina, one of the best in St. Petersburg.
On Sundays and sometimes on other days after the gymnasium, Andrusova rushed to the zoological room, where she had her own place, her own microscope and instruments. The girl worked hard, she was helped in her studies, they gave books at home. At the same time, in this office, a young zoologist Viktor Andreevich Fausek prepared his thesis. Spiritual relationship, common obsession research activities connected them. Their social circle included people creative professions: poet A.N. Pleshcheev, writers V.M. Garshin, D.S. Merezhkovsky and others. However, soon the dean of the Faculty of Natural History, having learned about the violations, ordered the woman to be removed from the office, and had to obey. Julia recalled that she was disappointed, and the conviction came that she was not suitable for science.
In 1887, Yulia married Viktor, the following year they had a son, Vsevolod, and then three more children - Natalya, Vladimir and Nikolai. Having defended his master's thesis, V.A. Fausek became a Privatdozent and lectured at the university. For two years he conducted research at the Zoological Station in Naples, where he brought his family. In 1898, Viktor Andreevich defended his doctoral dissertation and received a chair at the Women's Medical Institute in St. Petersburg. Professor-zoologist and entomologist, V.A. Fausek was deservedly considered an enthusiast for the democratization of education - in 1906 he became the elected director of the Bestuzhev Courses and headed them for five not at all calm years.
In January 1910, trouble came - their eldest son Vsevolod and his lover committed suicide due to the impossibility of starting a family. Viktor Andreevich did not survive the tragedy and died six months later, he was buried next to his son at the Volkovo cemetery. Their second son, Vladimir, a graduate of St. Petersburg University, followed in the footsteps of his parents, worked on research on Lake Seliger, but suddenly fell ill and died on the way to the capital on July 1, 1914. Yulia suffered a severe attack mental illness but managed to overcome it.
After the terrible events, Yulia Ivanovna urgently needed work. Back in 1912, she read an article by E.N. Yanzhul “About an Italian Kindergarten”, and she wanted to learn as much as possible about the unique pedagogical system. Soon she got acquainted with the translation of a wonderful book Maria Montessori"Case die Bambini" ("House of the Child"), and she was truly captivated by what she read.
- Why was the Motessori system banned in the USSR?
Literature
- 1. Vernadskaya E. K. The first elected director of the VZhK Viktor Andreevich Fausek / / St. Petersburg Higher Women's (Bestuzhev) Courses. 2nd ed., add. and correct. L., 1973.
- 2. Knyazev E.A. Russia: from reforms to revolution (1861-1917). M., 2007.
- 3. Knyazev E.A. Russian education (IX-XX centuries). Saarbrucken: LAP Lambert Academic Publishing, 2012.
- 4. Fausek Yu. I. Russian teacher. Memoirs of a Montessori teacher. Book. 1. M.: Forum, 2010.
Knyazev E.A. Julia Fausek and free preschool education
// Preschool education. 2015. No. 3. P. 114-119.
Julia Ivanovna Fausek (Andrusova) Memoirs
Publication and comments by S.I. Fokin; introductory article by S.I. Fokin and O.B. Vahromeyeva
St. Petersburg State University, St. Petersburg, Russia; [email protected]; [email protected]
The published part of the extensive memoirs of Yu.I. Fausek (Andrusova), a graduate of the natural department of the Higher Women's (Bestuzhev) Courses in 1884, is primarily devoted to the informal characteristics of biology teachers who worked at the courses in the 80s. XIX century. The biographical article, written by the authors of the publication, for the first time covers the entire life path of the memoirist, who is mostly known in Russia as the founder of the system of preschool education according to the Montessori method. A significant part of the photographs illustrating the text is little known.
Keywords: Yu.I. Fausek (Andrusova), Higher Women's (Bestuzhe) Courses, St. Petersburg University, zoology, botany, physiology, biology professors.
Diaries, letters and memoirs of contemporaries are invaluable historical sources and at the same time documents of a human personality. Thanks to them, we can better know and understand people with whom we did not have to personally meet, and often only from them we can learn about events and people that have been overlooked by official history and forgotten over time - sunk into oblivion. Moreover, the study of the memories of eyewitnesses of the era is a way that helps to better know both the people themselves and that life and social environment that surrounded these people.
Julia Ivanovna Fausek (nee Andrusova), the younger sister of the geologist-paleontologist, Academician Nikolai Ivanovich Andrusov (1861-1924), lived a relatively long life, rich in her first half with interesting meetings, travels, communication with famous scientists, artists, sculptors , musicians, writers. A lot of grief fell to the lot of this woman - the loss of her husband and three sons, the prohibition in Soviet Russia of her favorite business - preschool education according to the Montessori system, and death in old age in besieged Leningrad. Shortly before this sad finale, in the late 30s. XX century, Yulia Ivanovna wrote down some of the events of her life and did it masterfully, although she was far from completing the description of what happened to her over many years1. She turned out to have a tenacious memory, a good literary style and that confidential intonation that gradually draws the reader into the circle of close, caring witnesses of that inner and outer life that began almost 150 years ago near the warm Black Sea, and to a greater extent took place in St. Petersburg-Petrograd -Leningrad.
Yulia Ivanovna was born in the city of Kerch, Tauride province, on the third (according to the old style) June 1863 in the family of a navigator merchant fleet. Her parents had
1 An analysis of the notebooks in which the memoirs are recorded, and some of the facts mentioned in the text indicate that they were started by Yu.I. Fausek not earlier than 1936 and completed in the autumn-winter of 1939.
five children, but Yulia had the greatest affection and closeness for life only to the eldest (on
2 years) to her brother Nikolai, whom she called in her memoirs "best friend". He probably partly replaced the girl's father, who died at sea when she was only eight years old. At the same time, the girl grew up as an independent child, inquisitively peering into the world around her, sensitive and lonely - a man of nature. “Until the age of eight, I felt the world as a pagan, it was all filled with deities, but good deities,” recalled Yulia Ivanovna2. She herself aspired to be such a deity: she saved flies that got into a jar of water, mice from a mousetrap, crippled cats and dogs. Any creatures, be it flies, spiders, frogs or lizards, never caused fear or hostility in the girl - she treated them as living beings, just like herself. A bear found in the garden “chewed so funny with its large jaws and looked like one of my old aunts,” wrote Fausek3.
Wandering alone was the girl’s favorite pastime: “Sometimes I went to the pier by the time the passenger steamer arrived and waited for the arrival of some extraordinary person <...>. This feeling (expectation of the extraordinary) lived in me for a long time and beyond my childhood, in my youth and youth and later, but. little by little it diminished and disappeared. The love for trees, the ringing of bells, sad and cheerful, and the hurdy-gurdy, which originated in early childhood accompanied her throughout her life. Things-friends and things-enemies surrounded the girl, as in Andersen's fairy tales, which she loved very much.
We specifically, following the memoirist, describe in sufficient detail the initial impressions of the life of this little man, because much (if not all) in adults comes from childhood, and this distant childhood explains, as it seems to us, the rich palette of memory of the 75-year-old writer.
After the death of their father, the family lost its relative material well-being and was left with a pension of 150 rubles a year dependent on the mother's brother, who paid little attention to his relatives. At the age of nine, Yulia was sent to a boarding school. A direct encounter with the alien, if not hostile, way of life in the "Madame" institution led to the fact that instead of school, the student spent a week study hours on Mount Mithridates. “I wanted to study, I really wanted to, but not in the way Madame taught me,” complained Yulia Ivanovna6. Fortunately for the girl, a women's gymnasium was opened in the city, where she was soon accepted into the second grade.
2 Quotes are taken from the memoirs of Yu.I. Fausek, stored in the National Library of Russia (RNL), in the Department of Manuscripts (OR). F. 807. Unit. ridge 1-2 and 17; further, only the number of archival storage units and their sheets are indicated - Unit. ridge 1. L. 28.
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5 In one of the letters to 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 childhood memoirs Yu.I. Fausek writes the opposite.
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Yu.I. Andrusova. St. Petersburg, 1900s Museum of the History of St. Petersburg State University
In the third grade, Andrusova was already one of the best students. Her favorite subjects were drawing (because of the process itself) and the Russian language, because of good teachers. The more than modest income of the family encouraged her to start working - from the fifth grade, the girl began to give private lessons, which were a necessary help for about ten more years. Actually, Yulia went to the capital with the money earned by lessons. “I really liked to draw. But then there was such a time - the end of the 70s, when everyone had to study the natural sciences, and I succumbed to the same trend, ”7 Yulia Ivanovna explained her intention to enter women's medical courses after the gymnasium. Then the ideals of the sixties were still strong - a sense of duty to the people and a desire to be useful to them were the main guidelines for choosing a life path for the "conscious" part of the youth.
No matter how much Andrusova loved this city, after graduating from the gymnasium, nothing connected her with Kerch - her brother studied at the Novorossiysk University in Odessa. “I was lonely: there was no closeness between me and my mother,” Fausek recalled. - Books and dreams were my companions<...>. Childhood has been lived, youth has come, and with it new worries and new dreams. Several gymnasium acquaintances studied in St. Petersburg: three at medical courses, and one at Bestuzhevsky, so it was supposed to go to St. Petersburg. “I had to prepare for admission to medical courses, because my brother ordered me to leave<...>. We knew very little about the Bestuzhev courses.<...>. And I didn’t have a special interest in the sciences, but there was an interest simply in knowledge. My true attraction was to the arts. Nevertheless, at the end of the summer of 1880, Andrusova, with fifty rubles, for the first time in her life went by rail to the north - to St. Petersburg to study medicine.
Women's medical courses were placed on Sands in the Nikolaev hospital. However, Andrusova was "not destiny" to become a doctor. At the entrance tests, she failed in Latin. She could be forgiven for this, but they took courses from the age of 20, and the girl was only 17.
On the advice of her countrywoman, she went to the Higher Women's Courses to Nadezhda Vasilievna Stasova10. “This beautiful, infinitely kind woman received me very affectionately,” Fausek wrote, “and explained that with my diploma for 7 classes, I cannot enter the Higher Courses, for this I need to pass additional exams for the 8th grade: Russian and mathematics "eleven. Brother Nikolai in letters insisted on returning to Kerch, but it was impossible to return with nothing. According to Stasova's note, Julia began to walk
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10 N.V. Stasov (1822-1895). An active figure in women's higher education, one of the organizers of the Higher Women's (Bestuzhev) courses, the daughter of a prominent Russian architect V.P. Stasova, sister of the famous art critic V.V. Stasov.
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A.N. Beketov. St. Petersburg, 1882. D.I. Mendeleev
at a lecture, while simultaneously seeking permission to pass the exams necessary for official admission. late autumn she managed to do this at the Kronstadt women's gymnasium. And again, her fate hung in the balance: when the director of the Kobeko gymnasium began to fill out a certificate of passed exams, he found in her gymnasium certificate a four in behavior - with fives in almost all subjects. To get into a higher educational institution with such a mark was almost unthinkable in those days. Before the eyes of a confused and amazed girl, the teacher compiled a certificate of passed exams, rewriting all the grades from the Kerch certificate there and putting behavior - 5, tore the Kerch certificate and threw it into the trash. “Just give me your word,” said the director, “that you will not tell anyone about my forgery until my death.” “I gladly gave him my word,” Fausek recalled, “and I kept it. Only ten years later, I read the announcement of his death in the newspapers, beautiful person and told about his generous act to friends.
So, from the autumn of 1880 to the spring of 1884, Yulia Ivanovna studied at the natural department of the Higher Women's (Bestuzhev) Courses (VZhK). Big life capital city, "thousands of impressions from the environment: lectures, professors, students, people in general, conversations, books, Petersburg streets, the Hermitage, theaters"13 - all this now made up the world of a young provincial. But she had no one to rely on, and in St. Petersburg, as in recent years in Kerch, a lot of time and effort was taken away by lessons that provided a livelihood.
Still vaguely imagining her future, Yulia studied seriously - the very process of education gave her great pleasure, especially because a brilliant constellation of almost exclusively university professors and teachers, including biologists, read in the courses. Meetings with these interesting people and famous scientists and educators were reflected in her memoirs to varying degrees14.
For the portraits of some of these professors and teachers, Fausek's memories are especially important, since other informal references to their appearance and characters are either simply absent from the literature or belong to a later time. Thus, practically we do not know other lifetime descriptions of Merezhkovsky - one of the "fathers" of the now widely recognized theory of symbiogenesis15. Very lively images of the famous physiologists Sechenov and Vvedensky, as well as the zoologist Gertsenshtein, created by Yu.I. Fausek, is also difficult to compare with anything previously published about these scientists.
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14 Choosing excerpts from 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 the author especially remembered.
15 On 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.I. Konstantin Sergeevich Merezhkovsky // Russian scientists in Naples. St. Petersburg: Aleteyya, 2006. S. 190-195., 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 of the early 80s are mentioned. XIX century, as in the memoirs of Fausek.
Teaching of biological disciplines at the Higher Women's Courses at the time when Yu.I. Andrusov, was delivered very well and carried out by the really best professors and teachers, primarily from the Imperial St. Petersburg University (ISPbU)16. The Department of Botany in the courses was then headed by Andrey Nikolaevich Beketov (1825-1902), a major morphologist and founder of the national school of botanists-geographers, professor and rector of ISPbU, honorary academician Imperial St. Petersburg Academy of Sciences (ISPbAN), Director of Courses in 1882-1887.
Part of the botany course was also taught by Ivan Parfenievich Borodin (1847-1930), a professor at the Forestry Institute, later an academician of the ISPbAN, who was mostly involved in plant anatomy and physiology17.
Andrey Sergeevich Famintsyn (1835-1918), head of the Russian school of plant physiology, professor at ISPbU, academician and one of the founders of the theory of the origin of the eukaryotic cell through successive symbioses (symbiogenesis), from 1879 to 1886 taught a course in plant physiology at the VZhK.
Professor Nikolai Petrovich Wagner (1829-1907), the founder of the corresponding office at ISPbU and the first biological station in the polar latitudes (on Solovki)18, gave lectures on the zoology of invertebrates, later Corresponding Member. ISPbAN (1898). During his long trip abroad (1883-1884)
16 In addition to the break of 1889-1895, when biological disciplines were not read at the VZhK at all, it 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 originally included in physiology and only since 1906 were they singled out with education for reading them. separate department, headed by A.G. Gurvich (1874-1954).
17 In 1886 Borodin instead of A.S. Famintsyn began to read plant physiology at the VZhK.
18 N.P. Wagner was also known to the reading public of that time as "Cat Purr" - the author of a large cycle of fairy tales, short stories and several larger literary works.
N.V. Stasov. St. Petersburg, 1883 Museum-archive of D.I. Mendeleev
lectures were given by Mikhail Mikhailovich Usov (1845-1902), a graduate of ISPbU (1869), a zoologist-embryologist, later a professor of zoology at Kazan University, and a direct student of Wagner - Konstantin Sergeevich Merezhkovsky (1855-1921), who later moved away from classical zoology and became a professor botany at Kazan University (1908-1914). He became widely known as a biologist many years after his death (in the 70s of the XX century), when it turned out that back in 1905, in one of his works, Merezhkovsky laid the foundations for the theory of symbiogenesis. Long before that, Merezhkovsky, while still a student (1879-1880), discovered the first Early Paleolithic cave sites in Russia in the Crimea.
The future famous physiologist Nikolai Evgenievich Vvedensky (1852-1922), a student of I.M. Sechenov, who at the beginning of his scientific career held the position of conservator of the Zootomy Cabinet of ISPbU.
Physiology at the VZhK was represented by ISPbU professors: Academician Philip Vasilyevich Ovsyannikov (1827-1906), who worked mainly on the histology of the nervous system and embryology of invertebrates and fish, and corresponding member. and Honorary Academician of ISPbAN Ivan Mikhailovich Sechenov (1829-1905), a famous electrophysiologist, psychophysiologist and physiologist of the central nervous system. Since 1883, N.E., already mentioned above, began to read part of the physiological course. Vvedensky, electrophysiologist, creator of the theory of the processes of excitation and inhibition in the nervous system, who later also became a university professor and corresponding member. ISPbAN.
Immediately after completing her studies at the Courses, Andrusova was left at the Zoological Cabinet, but without pay, so she had to go to the service. Under the patronage of N.V. Stasova and M.N. Bogdanov, she was accepted as a teacher of natural science at the gymnasium M.N. Stoyunina19. For several years, in her free time, Andrusova studied zoology and in the zootomy office of the university - a rare case, since women were not officially allowed to the university at that time. Yulia Ivanovna even published one work on protozoology - "Ciliates of the Kerch Bay" (1886), which puts her in a small number of the first female protistologists. At the university, among Andrusova's acquaintances were N.M. Knipovich,
A.I. Ulyanov, Yu.N. Wagner and her future husband V.A. Fausek20.
Soon after leaving St. Petersburg, K.S. Merezhkovsky and the appearance in the Zootomy office of V.M. Shimkevich21, the faculty authorities restored the status quo,
19 Maria Nikolaevna Stoyunina (1846-1940). The head of one of the best St. Petersburg private women's gymnasiums, the wife of the famous teacher and methodologist V.Ya. Stoyunin (1826-1888). She was expelled from Russia in 1922 together 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 guidance of V.Ya. Stoyunin in the gymnasium of Prince. A.A. Obolenskaya.
20 Nikolai Mikhailovich Knipovich (1862-1939), in the future a prominent hydrobiologist-oceanographer, professor, corresponding member, and honorary academician of the 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, son N.P. Wagner; Viktor Andreevich Fausek (1861-1910), a well-known zoologist-embryologist in the future, prof. VZhK and their director, as well as prof. zoology of the Women's Medical Institute.
21 Vladimir Mikhailovich Shimkevich (1858-1923). An evolutionary zoologist, a graduate of Moscow University (1881), in 1886 invited by N.P. Wagner to the place of Privatdozent,
and Yulia Ivanovna in the spring of 1887 had to stop her visits to the university. Nevertheless, she continued to work in the Zoological Cabinet of the VZhK. Being a capable draftswoman, Andrusova eventually began to fulfill orders for biological drawings, so that ties with scientists, including university ones, even expanded. One of her regular clients was Prof. ON THE. Kholodkovsky, who at that time lectured both at the Courses and at the university. Little by little, she came to understand that science is not what she would like to do in life. Fausek specifically dwells on this moment in his memoirs:
“Disappointment set in, and not even disappointment, but a completely conscious conviction that I was not fit for science, that I could not give myself to it the way a true scientist should give himself. This conviction grew and strengthened in me when I compared myself with my brother, a real great scientist who selflessly devoted himself to science. I realized that in my studies of zoology, mainly the eyes and hands were occupied, and thought was in the background. I approached science not as science, but as art, and applied art: I liked to examine, draw, make preparations. In this last one I have achieved great skill. Working in the office, I made a number of preparations for ciliates such as no one had ever made before, and they served for two or three years as a manual for professors' lectures. And I departed from science without regret, especially since its applied side remained with me for a long time in my life.
The change of orientation in Andrusova's life was also facilitated by her marriage to V.A. in the summer of 1887. Fauseka (1861-1910). The following year, the first-born, Vsevolod, was born to the spouses, and then three more children - Natalya (1891), Vladimir (1892) and Nikolai (1895). Yulia Ivanovna's husband, a graduate of the Zootomy Office of the University, a specialist in comparative anatomy and embryology of invertebrates, on the contrary, was actively engaged in science. In 1891, he defended his master's thesis and began teaching a course on invertebrate anatomy at the university as a Privatdozent. To continue his research, Viktor Andreevich went to work several times at the famous Neapolitan Zoological Station, sometimes staying there for a long time with his family (in total, the Fauseki lived in Italy for more than two years). Yulia Ivanovna noted in her memoirs: “Kerch, Petersburg, Rome and Naples are the best cities for me of all that I have ever seen. They were destined to absorb my whole life. In 1898, the husband defended his dissertation for the title of Doctor of Zoology and received a chair at the Women's Medical Institute. A year earlier, he was appointed head of the department of zoology and at the VZhK, where in 1906 he became the first elected director. Life, ten years later, again connected Yulia Ivanovna with her aisha mater, but in a different capacity.
V.A. Fausek appeared in St. Petersburg even later than his wife - he was born in Saratov, studied at the gymnasiums of Moscow and Kharkov, where he began his higher education at the local university. Only in 188424 did he transfer to the 4th year of St.
instead of Merezhkovsky, who left Petersburg. Subsequently, the Zootomy and Zoological rooms of ISPbU, academician of the Russian Academy of Sciences (1920) and rector of Petrograd University (1919-1922). There was a prof. (1914-1919) and the last director of the VZhK (1918-1919).
22 units ridge 2. L. 399.
23 units ridge 2. L. 172.
24 Some formal moments (first of all dates) in Yulia Ivanovna's memoirs should be treated carefully - sometimes she confuses them. So, Fausek came to St. Petersburg precisely in 1884 (and not in 1885 - l. 469 memoirs); married Fausek
Petersburg University. According to his roots, he was a man of Europe: his paternal grandfather was Czech, maternal - German, and one of the grandmothers was French. In addition to science, Fausek was seriously interested in art and literature (which, probably, brought the future spouses together) - he attended meetings with the poet A.N. Pleshcheev, was friends with V.M. Garshin, about whom he left interesting memories, participated in the Russian circle of artists and writers of the writer N.N. Firsov in Naples. Naturally, Yulia Ivanovna was introduced into her husband's circle of acquaintances. Yulia Ivanovna recognized some famous people of that time while still studying at the Courses - N.V. Stasova often invited her to her house (she lived with her brother, a famous art critic V.V. Stasov), where the color of the cultural society of St. Petersburg was then. They met many cultural figures already as husband and wife, primarily in the houses of the Davidovs, as well as the Beklemishevs and Pozenovs25, and in addition, at the artist N.A. Yaroshenko, with whom the Fauseki were very friendly. Of course, after becoming a professor of zoology and director of the VZhK, V.A. Fausec was constantly immersed in pedagogy and administrative work, where the experience and knowledge of Yulia Ivanovna also proved to be useful.
In 1910, the happily-calm life of the Fausek family suddenly and forever ended. Shortly after Christmas (January 15), the eldest son Vsevolod, a final-year law student at the university, shot himself in the Fausekov's apartment due to the inability to connect with his beloved girl (at the same time, the girl committed suicide in Kharkov)26. It is difficult to imagine the state of the parents. It is quite possible that what happened hastened the end of Viktor Andreevich himself - he died on July 1 of the same year from kidney disease.
By that time, the middle son of Fausekov, Vladimir, had already entered the natural department of the Faculty of Physics and Mathematics of St. Petersburg University. As a zoologist, he showed certain promise - in 1913 he worked, as his father had before, at the Neapolitan Zoological Station, and in the summer of 1914 he went to Central Asia and to the Borodino Biological Station, located on Lake Seliger. There he suddenly fell ill and, probably, while Vladimir was being transported to St. Petersburg (to the Mariinsky
A.S. Famintsyn. St. Petersburg, 1882. D.I. Mendeleev
and Andrusov in 1887 (and not in 1888 - l. 468). Descriptions of events and emotional assessments given by the memoirist, on the contrary, are apparently always accurate.
25 Meaning K.Yu. and A.A. Davidovs (director of the conservatory and publisher of magazines), V.A. and E.I. Beklemishevs and L.V. and M.F. Poseny, who visited many writers, artists, sculptors, actors and musicians: D.N. Mamin-Sibiryak, G.I. Uspensky, V.A. Shel-gunov, 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 and others.
hospital), time was lost - on July 1 he died27. This is how his senior university colleague P.D. recalled this sad event. Quickly: “The life of our colony was overshadowed by the death of a young student Fausek. Sick, he was evacuated from Fr. Seliger to Petersburg, where he soon died. Fau-sec enjoyed universal sympathy; despite his youth, he was already a fully formed zoologist.
At this time, Yulia Ivanovna, who had only slightly recovered from the loss of her eldest son and husband, was engaged in a new area of pedagogy for herself - preschool education according to the Montessori system29. In 1912, Fausek read an article by E.N. Yanzhul under the title "On an Italian kindergarten", which attracted Yulia Ivanovna with an unexpected approach to identifying and developing creative inclinations in children. A year later, Montessori's own book "The Children's House" (experience of I.P. Borodin. St. Petersburg, 1885) was published in Russia.
scientific pedagogy). Archive of the Department of Botany, St. Petersburg State University
Yu. I. Fausek recalled: “In 1913, I lived in a dacha on the Baltic Sea in Toila with my children (with the Grevs family), where I met the old mathematician V.V. Lermontov, an ardent admirer of the Montessori system. On the ground general interest friendship was established between the summer residents. They saw each other almost every day and together studied the Montessori materials that Lermontov brought with him to the dacha.
At that time, this system of education caused misunderstanding and even contemptuous ridicule among the general public. “At that time of my life (extremely painful for me), - Yulia Ivanovna recalled, - I was very disappointed in my teaching work. The Montessori system has been a lifesaver for me.<...>calling to move forward into new promised lands for our children”31. In October of the same 1913, she managed to establish the first kindergarten according to the Montessori system, in the commercial school of M.A. Shidlovskaya, in which she then worked and where the director was a fan of this system, S.I. Sozonov.
The new direction of pedagogical activity completely captured Fausek. In 1914, she was sent by the High School Department of the Ministry of Public Education to Rome, where there were international Montessori courses. Returning from a business trip, Yulia Ivanovna continued her work with redoubled energy. There were thirty children. She felt like a scientist in her laboratory: disappointments from her own inability were replaced by confidence in the correctness of the chosen system of education. This conviction grew from the first results: children, these main
27 Central State historical archive St. Petersburg. F. 14. Op. 3. D. 55793.
28 Rezvoy P.D. From my zoological memories // Figures of Soviet hydrobiology.
V.M. Rylov. G.Yu. Vereshchagin. A.L. Bening. M.; L.: Ed. AN SSSR, 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 ridge 17. L. 1.
31 units ridge 17. L. 1.
M. N. Bogdanov. St. Petersburg, 1882. Museum-archive of D. I. Mendeleev
participants and assistants of an unusual undertaking, their successes, reassured her and strengthened Fausek's faith in her abilities. In 1915, various educators, scientists and just curious people began to visit the garden. Among the latter was, for example, the famous artist K.S. Petrov-Vodkin - three of his godchildren were brought up in the garden. In 1916 Yu.I. Fausec was invited by the "Petrograd Society of Breeders and Manufacturers" to organize two "children's homes" for the children of factory workers. This initiative, unfortunately, did not develop: in February 1917, a revolution broke out and negotiations on the organization of houses ceased. At the very end of the existence of "old Russia" it was possible to receive a small subsidy from the Ministry of Public Education, for which Montessori courses were opened at the Shidlovskaya school for 25 students. The lecturers there were V.V. Polovtsev, V.V. Polovtseva, S.I. Sozonov, Povarnin, Yu.I. Fausek and T.N. Gippius.
The famous pianist and conductor A.I. Siloti. Architect S.S. Krichinsky developed a plan for the "First City Montessori Orphanage". But all good intentions remained in the realm of dreams - the state had no time for innovations in preschool education, and there were no rich patrons. As a result, the collected money (1,500 rubles) was transferred to Fausek for the construction of a playground. The place was secured at the Women's Pedagogical Institute - the children were given a room-audience there.
In 1918 already new government, Yu.I. Fausek was asked to arrange a children's summer playground on the Zhdanovskaya spit on the Petersburg side. Soon the Commissariat of Public Education began to open kindergartens. In the autumn of the same year, a new Montessori kindergarten was opened at the 25th Soviet school (the former Nikolaev military gymnasium), which was then headed by Ya.M. Shatunovsky is an extremely responsive and active teacher. in organizing gardens and pedagogical work in them Yu.I. Fausek was helped by her grown daughter Natalya (she soon entered acting studio and later became an actress of the Radlov Theater). However, in the fall of 1918, Shatunovsky was removed from the school, and the new leadership turned out to be completely indifferent to Fausek's undertaking.
In 1919, Fausek was invited as a professor to lecture on the Montessori method at the Preschool Institute (Pedagogical Institute of Preschool Education), which opened on the basis of the former Nikolaev Orphan Institute. From there, with several colleagues, Yulia Ivanovna was sent at the beginning of October to Luga, where courses of preschool education were held. There the teachers found themselves cut off from Petrograd for a month and a half by Yudenich's offensive, and Fausek, with with great difficulty managed to return to Petrograd through Pskov (most of the course participants, during the offensive of the Red Guards, left with the whites for Estonia).
Living conditions in Petrograd continued to deteriorate - the temperature in the kindergarten did not rise above 8 degrees, food was scarce, electricity was constantly
went out. Instead of 15 children who were originally recruited, now there were 36 of them, and they were very different in age and very neglected both physically and morally. “I remember,” Fausek wrote, “someone asked me: “What system do you work with?
According to Froebel or Montessori?" - and I answered that in order to remove lice, neither system is needed. 32 Nevertheless, the garden existed, although it changed its place: in 1922-1930 it was located Preschool institute (preschool department Pedagogical Institute them. A.I. Herzen) - work at first had to be carried out in one room, heated by a fuming "potbelly stove". Classes were held there, food was prepared (porridge) and children were washed. At the end of 1924, thanks to a letter sent to N.K. Krupskaya, Yulia Ivanovna managed to achieve a business trip abroad and visit Berlin, Jena, Leiden (where she met Einstein in a private house), Amsterdam, Rome (where she had a very warm meeting with Montes-N.P. Wagner herself. St. Petersburg, 1882 G.
sorry) and Naples - in all these cities with the success of the D.I. Mendeleev worked "Montessor" schools.
After returning to Leningrad, Fausek found that during her absence, the Montessori system had been severely suppressed in her kindergarten by “Soviet pedagogy”. “Montessor principles have been violated, and the so-called “Soviet pedagogy”, that is, politics, politics and politics, and what politics is put at the basis of the classes! A real political literacy”33, recalled Yulia Ivanovna. At the beginning of 1925, a conference was held in Moscow to study the Montessori system, which resulted in a real trial, where Fausek was the main defendant. At the end of the last meeting, a decision was made to remove Montessori didactic material from kindergartens and introduce a new one - Soviet - within six months. In the spring of the same year, an order was received from Moscow to close all Montessori kindergartens. Only as a result of another trip to Moscow and a meeting with Krupskaya, Fausek obtained permission to keep the garden as an experimental one (the 80th Soviet kindergarten according to the Montessori system). In the official record of the Institute in 1925, Fausek turned from a professor into an associate professor, and from 1927 she was listed as just a teacher. She was constantly provoked to speak on topics deeply alien to her: “On political education”, “On anti-religious education”, “On polytechnics in kindergartens”. And, of course, there Yulia Ivanovna spoke in a completely different way than the leadership wanted. In the spring of 1930, the kindergarten finally ceased to be "Montessorian", and at the end of May, Yu.I. Fausek said goodbye forever to her brainchild and work at the Institute34. Becoming without-
32 units ch.17. L. 42.
33 units ridge 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 Maria Motessori's Children's Houses. Pg., 1915; The Montessori method in Russia. Pg., 1924; Kindergarten Montessori. Experiences and observations during twelve years of work in kindergartens on
As a worker, she knitted hats, sewed and embroidered linen... Attempts to return (to a certain extent) to her past in the natural sciences were unsuccessful: she was refused at the Institute of Plant Industry because of her age. At the Zoological Institute, director S.A. Zernov, who knew her husband well and was even friends with her brother, spoke very coldly and arrogantly with Fausek, not even offering her a seat, but nevertheless gave her a temporary job: writing labels and brief annotations for museum showcases. Then she managed to get a job writing library cards in the Library of Technical Books on Nevsky Prospekt. The head of the library, a former university graduate, Savin treated Fausek with great respect; work, however, was also temporary - only for 4 months. “I will never forget this dear man,” Yulia Ivanovna wrote. - He met me very affectionately and, recognizing my name and surname, exclaimed: "My God, and such people should go and look for work!"<...>. What is the difference between the attitude expressed to me by a famous scientist, an academician who knew my brother and husband well, and a simple librarian!
More information about any places of work of Yu. I. Fausek in the 30s. We were unable to find the 20th century - perhaps she survived by odd jobs until the war itself36. This is all the more likely because at that time (1937) her last son Nikolai, a graduate of the St. The Leningrad blockade drew the line of this life. Fortunately, her fragments were preserved by Yulia Ivanovna herself - they are in her memoirs. This is over 800 pages of text written in clear handwriting and good literary language. So far, only excerpts from them have been published in the book "Russian Scientists in Naples" and in the journal "St. Petersburg University"38. Meanwhile,
the Montessori system. M.; L., 1926; Montessori grammar for young children. M.; L., 1928; How to work with Montessori material. L., b.g. and other publications. On the contribution of Fausek to the development of children's pedagogy, see: Petrova N.B. Pedagogical legacy Yu.I. Fausek as an experience in the implementation of the M. Montessori system in domestic preschool pedagogy: author. dis. ... cand. ped. Sciences. Smolensk, 2002; Fausek Yu.I. Pedagogy of Maria Montessori / ed. E. Hiltunen, D. Sorokov. M.: Genesis, 2007.
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. St. Petersburg: Aletheya, 2006; Memory lives for centuries // St. Petersburg University. 2007. No. 15, 18, 19. Most of the memoirs were published
CM. Herzenstein. St. Petersburg, 1882. D.I. Mendeleev
the memoirs contain valuable and, of course, reliable material about many of the above-mentioned (and not mentioned) well-known national figures science and culture of the late XIX - early XX century. The introduction of these living sketches to the portraits of our famous compatriots into scientific circulation will be of interest to both teachers and historians of science, as well as to a wide range of readers.
Memories39
And so I came to the courses as a full-fledged student, and I was absorbed and stunned by thousands of impressions from the surroundings: lectures, professors, students, people in general, conversations, books, Petersburg streets, the Hermitage, theaters. All this, like an avalanche, rolled down on me in chaos, in which I, still so small, small both in physical and in mentally The girl couldn't figure it out. All this amazed and more frightened than pleased my mind. And then there is longing, longing for “the motherland”, for the sea, free air, the sun, the expanse to which the eyes are accustomed, for close relatives, for dogs and others, others. An unfamiliar huge city with its stone houses squeezed me like a vise. I saw the Neva, which many years later I fell in love with St. Petersburg, and then it made a heavy impression on me: leaden water, gray sky, and you can’t go to the water, there is no shore, everywhere there is a granite barrier.
Little by little I got used to Petersburg, but in the spring the melancholy flared up with such force that I could not wait for the day and hour when it would be possible to leave for Kerch for the holidays. But in Kerch at the end of the summer, I was strongly drawn back to St. Petersburg, and I returned to it without longing 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 of the globe, in which my childhood and earliest youth passed, not always joyful, but illuminated by the inner light of dreams and hopes. Kerch, Petersburg, Rome and Naples are the best cities for me of all that I have ever seen. They were destined to absorb my whole life.
In the summer, my roommate died of consumption. She fell ill in the winter in St. Petersburg, went home and died in a village near Kerch<...>. Three women from Kerch, who graduated from the gymnasium with me, were all in medical courses, but after the death of Nadia, I was the only one at Bestuzhevsky.
On the way to St. Petersburg on the train, I met three girls from Yekaterinodar, who were going to enter the Bestuzhev courses for the first time. We somehow immediately felt sympathy for each other and decided to settle down together. On Furshtatskaya we found two rooms, in one of which the G. sisters settled, in the other I lived with Liza M., with whom I lived all the time until the end of the course40. At that time in St. Petersburg it was not difficult to find a room: almost every house
in 2010: Sorokov D.G. Russian teacher. family stories and the method of scientific pedagogy by Julia Fausek. Moscow: Forum, 2010.
39 Only selected fragments from the second part of "Memoirs" - "Bestuzhev courses, work, meetings" are published. OR RNB. F. 807. Unit. ridge 2. L. 270-399. The total volume of Fausek's memoirs is 883 sheets in the composition of units. ridge 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 separate periods of life or meetings with representatives of the creative intelligentsia at different times.
40 The Higher Women's Courses, founded in 1878, were located until 1884 on Sergievskaya Street. on the second floor of E.A. Botkina, wife of the famous physician S.P. Botkin (modern address: Tchaikovsky st., 7).
K.S. Merezhkovsky. St. Petersburg, 1884. D.I. Mendeleev
in the areas where the Higher Educational Institutions were located, there were many tickets on the gates with advertisements for the return of rooms for rent. but the landladies, who willingly let students in, very often very impolitely slammed the door in the nose of the students<...>. In general, students in society at that time were looked askance and with suspicion, female students - this was still new and did not enter into everyday life.<...>.
In this second year of my life in St. Petersburg, my life was somewhat easier in material terms: 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 amounted to in those days, 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 managed to survive with the help of comrades). Fifteen rubles was not enough, and thirty for a student was almost wealth, for a student, 25-30 is only enough, since he, as a man, needed more food and even tobacco<...>.
The first year of my stay in the courses, in fact, was almost completely lost for teaching. For almost three months, due to the uncertainty of my situation, I did not listen to lectures well, did not study well. Due to poor nutrition, often almost a hunger strike, the complete unsuitability of a southern woman for life in the north in terms of clothing (I remember how one winter, I made my way through the deep snow on the Field of Mars in a light coat and prunel boots without galoshes, it seemed to me that I was wandering through a snowy desert and never reach a warm haven). Thanks to the penny lessons, which I had to spend a lot of time on, I was engaged in snatches, I could not attend all the lectures, but by some miracle I managed to pass the exams in the spring and go to the second year<...>.
Speaking of the lessons, I can't help but give them a few words. I lived on Furshtatskaya (now Voinova St.), and my first lesson was on Podolskaya (close to the Technological Institute). I had to walk every day. I went after the lectures, often without listening to one or two of them (lectures were given in two shifts due to the cramped space of the courses: from 9 am to 4-5 - for students of the physics and mathematics and natural history departments, and from 4 -5 to 10 pm for wordsmiths)<...>. It took a lot of time, and I returned home late, tired of stupid students and long walking back and forth (I was paid 15 rubles in a lesson and I could not spend them on horseback riding). It was difficult to study, I wanted to sleep, and I used for my studies only the morning hours (from 6-7 to 8 1/2) before lectures<...>. I had only two students left, and instead of fifteen rubles they offered me eight rubles in reward. For fear of being left completely without money, I had to agree before finding another lesson.
Soon I received another lesson, very far away - on Vasilyevsky Island, at the end of Maly Prospekt, with a widow, a house owner. She had an only daughter, a quiet and affectionate eight-year-old girl, whom I was supposed to teach. The lesson was pleasant, but the ride
was very far away. I got on foot to the beginning of the Nevsky and at the Alexander Garden I got into a public sleigh (it was in winter), which at that time was called “Forty Martyrs” by those who rode them, and rode them all the way to the house where my lesson was. A pair of shaggy horses, driven by a coachman in a warm coat with a mutton collar and a square hat with a fur trim, slowly dragged for almost an hour to my point. Two hours of travel in a sleigh and almost two hours of walking from Furshtatskaya Street to Alexander Garden, and given three hours of study, in total, six or seven hours a day was wasted for my personal teaching.
I even liked riding the Forty Martyrs (then I could spend 6 kopecks every day on this ride, since I was paid 20 rubles at the lesson. I was occupied with the ride itself (by that time I had a warm coat that my mother sent me , and galoshes); occupied by sledge passengers: they were mostly old officials in frieze overcoats with capes - F.V. Ovsyannikov. St. Petersburg, 1882
us and amazing old women from the galleys - D. I. Mendeleev Museum-Archive
noah harbor in immense satin coats and bonnets
with large reticules, in which they carried all sorts of things they had acquired in the "city". They went to visit, shop or pray to Isaac and Kazan Cathedral<...>.
I had these lessons in the first year of my life in St. Petersburg. The next year, when I was already in my second year, I was immediately lucky: I received a very good lesson in a family that I always remember<...>. I received 18 rubles in class and lunch, which in those days was considered an excellent income, for five days of work (Saturday and Sunday were free). I spent five hours at the lesson, but spent much less time on movement: according to my means, I could ride in a horse<...>. I worked with the children for an hour before lunch and two or three hours after lunch. The children were very sweet and affectionate, but I spent half a day, and sometimes more, in the lesson; I had two or three hours left for my personal classes, and even Saturday and Sunday<...>.
Returning again back 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 Privatdozent, Vladimir Solovyov41 were very popular. They were constantly talked about, they were admired, and the audiences were always packed with listeners. With us, he read the history of philosophy in the third year of the verbal department, but all other courses and other departments burst into his lectures and took places with a fight (in the very large audience). I got hit twice. I did not understand anything from what Solovyov read, but his appearance, manner of reading, and all his surroundings remained forever in my memory. He sat with his head bowed low; long wavy black hair fell on his pale ascetic face, lit by the trembling light of two candles under green
41 Vladimir Sergeevich Solovyov (1853-1900), major religious philosopher, Ph.D. of ISPbU. A graduate of Moscow University and a volunteer of the Moscow Theological Academy, at the VZhK in 1879-1882. read the history of ancient philosophy.
packs. 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, peculiar height, looked around the audience with the piercing gaze of his large, seemingly huge eyes, held out 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 persons could not stand it, and they became ill. Sometimes Solovyov, instead of the usual, current lecture, made a diatribe about some event in public life.
So one day (I just got to such a lecture) he began to talk about the Jewish pogroms taking place at that time in the south; speech at first muffled and abrupt became more and more fiery, and the voice sounded like a bell, indignant and accusatory words against the government poured out uncontrollably. We were all deeply shocked and left the audience in silence, and Solovyov was ordered to leave 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 Petersburg not for a month, but for a year, and that's why. 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 number of tickets were sent to us for courses. For one such lecture, by a lucky chance, I got a ticket. It was at the end of March (1881) in those days when the trial of the murderers of Alexander II (Zhelyabov, Perovskaya, etc.) was taking place. There was great excitement in society; in higher educational institutions (including ours) meetings took place every day - what will be the verdict.
I came to the lecture. There was the most diverse audience in the hall: many military men, well-dressed ladies, students, female students. Solovyov came out and instead of another lecture, he spoke about Christianity, about the fact that revenge should not be carried out, that Christ taught to forgive your enemies, to forgive all evil, no matter how great it was caused to us, that is, there is a human court and there is a court God's, and therefore the judgment of God, and not of man, must be recognized. 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 grant 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 (original words of Solovyov). Such, in short words, was the meaning of his speech. The lecture in hectographic form went from hand to hand, we all wrote it off - I also had it (it was stored for a long time, then it was lost). As soon as Solovyov had time to utter last words, as an unimaginable noise arose, the majority was in a hurry to leave as soon as possible, the youth rushed forward to the pulpit, some officer raised his fists in front of the lecturer's face. Solovyov crossed his arms and calmly said: "I do not recognize the right of the fist, but you, if you want, beat." The police entered the hall, dispersed those present, Solovyov was taken home, and the next day they were expelled from St. Petersburg - and we did not hear him for a whole year.
Everyone was worried about the question - did the words of Solovyov reach the tsar and how would he respond to them. Several days passed after Solovyov's lecture, and the verdict on the regicides was pronounced:
NOT. Vvedensky. St. Petersburg, 1882. D.I. Mendeleev
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 a lesson along Nadezhdinskaya (now Mayakovsky) Street.
It was quiet, the city was not yet fully awake. Suddenly I heard some noise behind me: human voices, the rumble of carts, and all this was drowned out by the drumming. Some people and policemen ran past me with leaflets in their hands, which they pasted on the walls of houses. I read: the announcement of the execution of the regicides. Words cannot express 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 whole terrible procession heading for the Semyonovsky parade ground. I saw everyone: Zhelyabov,
Perovskaya, Kibalchicha42. Zhelyabov sat proudly. He tried to speak, but the drumming drowned out his words. I closed my eyes and, when the soldiers and the crowd passed by the entrance and cleared the way, I rushed headlong to run home to Furshtatskaya Street. My cohabitant and roommate and medical student had not yet left home, and I brought them the terrible news. We sat shocked, not finding words to express our feelings.
Andryusha Zhelyabov. A childhood memory stood before me: I was only six years old, Andryusha Zhelyabov studied at the Kerch Gymnasium, in the eighth grade, lived with the “mistress”, gave lessons to the son of General Nelidov (local aristocrat). The general said: “A good young man Zhelyabov, but funny and strange. I enter the room where he is studying with Seryozha, I say "hello", and he hands behind his back so as not to give me; you see, I am a general, and he is a nihilist. well, God bless him - let him; He teaches the earring well, he won’t teach him nihilism, he is still small, and besides, he’s a fool, he won’t understand. The general was kind.
At one time, an old aunt, my mother's older sister, lived at our house, and gymnasium students lived in an apartment with my cousin aunt: one of them was Misha Mai-Boroda, later a famous singer of Russian opera in St. Petersburg. This Misha often ran to my aunt during the big break at the gymnasium, brought his comrades with him: they helped her to chop coal for the stove, and she fed them breakfast. Sometimes Zhelyabov also came. I remember how my family praised him, saying: “What good boy Andryusha, and how beautiful!
Once I was standing at the gate of our yard. Suddenly the gate opened, and a tall, curly-haired schoolboy entered the courtyard - this was Andryusha Zhelyabov. When he saw me, he grabbed me in his arms and
put him on his back. “Hold on tight,” he said. “We’ll rush now to the best of our ability.”
I grabbed his neck, and he began to jump around the yard until aunt and Misha called him to breakfast. My God, and today I saw. no, you can’t tell what I experienced in those hours!
42 Andrei Ivanovich Zhelyabov (1851-1881), Sofia Lvovna Perovskaya (1853-1881), Nikolai Ivanovich Kibalchich (1853-1881) - populist revolutionaries, members of the revolutionary terrorist organization "Narodnaya Volya", leader and executors of the assassination attempt on Alexander II, were executed in St. Petersburg on April 3, 1881
THEM. Sechenov. St. Petersburg, 1882. D.I. Mendeleev
We went to courses. The gathering there was in full swing. Stasova and the professors, preoccupied, left the professor's room, but did not try to intervene, knowing that nothing would come of it. Stasova was only afraid that the police would not enter, but, fortunately, she was late. The students began to disperse, and when there were few of them left, Andrey Nikolayevich Beketov, whom everyone deeply respected (he, in fact, was the founder and head of our courses), asked all those who remained to disperse quickly and ordered the courses to be closed for three days. We experienced the closing of the courses like mourning, and three days later we again began to teach.
Another event left a memory forever. This is the funeral of Dostoevsky on February 2, 1881. He died at the end of January (I think the 28th). All student youth stayed at his apartment. And day and night until the funeral, students and students were on duty at his coffin. Among the funeral directors was the writer Grigorovich; telling in what order we should go in the procession, he mechanically grabbed me by the button of my coat and fiddled with it all the time he was talking. It's funny to remember now, but when I got home, I cut off this button and put it in a box. The button that the writer was holding (the first time I saw a living writer)! It is clear that she had to rest inviolable, and not wear out on a coat. Only ten years ago I came across this box, somehow accidentally preserved, with a button and two bay leaves - one from Dostoevsky's wreath, the other from Garshin's wreath (I took them as a keepsake), and I burned them in the stove.
I remember what an unforgettable impression Dostoevsky's funeral made on me. Quietly, solemnly, the procession was moving, accompanied by a mass of people, to the Alexander Nevsky Lavra: no police, not a single policeman, neither horse nor foot. Students and female students of various educational institutions, holding hands, formed a chain around the entire procession. And so they reached the very gates of the Lavra.
Professors. K.N. was considered the founder of the Higher Women's Courses. Bestuzhev, they were called that - 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 completely trustworthy historian, while Beketov could not boast of this, and the Society, which in 1878 filed a petition to the Highest name to open courses from faces of Bestuzhev, received permission for this, and Bestuzhev became their head. True, we must do him justice - he became very interested in this new business, which at that time had a deep social significance; attracted to him several well-known professors, historians and philologists, and he himself read Russian history at the verbal department of the courses. But the soul of the courses, except for N.V. Stasova, was Andrey Nikolaevich Beketov, who gave them a lot of time, worries and attention. He was chairman of the Society for the Delivery of Funds to the Higher Women's Courses and read botany in the first year of the natural history department. Lectures, of course, he gave free of charge; yes, however, at that time all the professors in the courses read for free.
M.A. Russian. St. Petersburg, 1883 Museum-archive of D.I. Mendeleev
Bestuzhev kept himself official in relation to 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 in need of advice or help, and not a single one left him unheard. He was simple and affable in manner, and he was loved. I remember well his magnificent gray hair and thoughtful, kind eyes with half-closed eyelids. If his grandson A. Blok had lived to old age, then, I think, he would have looked like Andrei Nikolaevich.
Beketov's lectures (he read the morphology and taxonomy of plants in our first year) were not brilliant. He read monotonously, and many found them boring, but I always loved plants and listened attentively to his lectures, which were serious and very informative, and forever laid in me a love of botany. Beketov founded a small botanical garden and a greenhouse at the university, where from time to time he took us to demonstrate his lectures.
Beketov's lectures were always accompanied by rich visual material (herbaria, tables, etc.), which were always brought by the attendant who accompanied him from the botanical office of the university, famous among other ministers and students - Ivan. This Ivan was known to everyone at the university. Soon he became popular among us, in the courses.
Ivan was inseparable from Andrey Nikolayevich, and when this latter was an officer in military service, Ivan was his batman. He knew Latin names many plants and, stoking the stove in the study, put birch firewood into it, saying: "Betula alba". On excursions at the university botanical garden a group of students walked in front with Beketov at the head, and behind a group with Ivan, and he, naming various plants (always in Latin), described their origin and significance 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 the university to a state-owned apartment, ”or“ assistant professor so-and-so got married, ”and others. Ivan always said: “Andrey Nikolaevich and I. When we served as officers, Andrei Nikolaevich and I were handsome men. Sometimes during Beketov's lectures (at the university), Ivan remained outside the audience door. Several students gathered around him, and he told them various university stories. At first he spoke rather quietly, but then louder and louder, and his voice reached the audience. Then Andrei Nikolayevich fell silent and asked one of the students to go and appease Ivan. “Tell him,” Beketov said, “can he stop his lecture, as now I will start.”
In the courses, such antics rarely happened to Ivan, but I once witnessed him arguing with the servant of the professor of anatomy and physiology Ovsyannikov about whose professor reads better. “Well, what about your professor, he doesn’t read, but mumbles,” Ivan said. To which another objected: "But yours reads, as if sleeping." “Well, for me,” Ivan did not let up, “at least put down the samovar and pile on a bunch of rolls, I won’t go to listen to your professor, and in your office there are only nasty things in jars - intestines and kidneys.” “And I won’t listen to your
V.A. Fausek. St. Petersburg, 1887(?) From: Bogdanov, 1891
professor." I don’t know how this dispute ended, since I had to hurry (it happened on the landing of the stairs).
Somov, a servant of Ovsyannikov, was also a significant personality. He, like Ivan, was devoted to his professor and took great care to ensure that students and students did well in anatomy exams. In order not to carry heavy jars of drugs from the university, he himself organized a small anatomy room at the courses (with the permission of N.V. Stasova), equipped with all the necessary materials for lectures and our classes. He knew the preparations perfectly and, when we were preparing for the exam, he explained to us the structure of the heart, kidneys, and so on. “Learn everything well, young ladies,” he said instructively, “so as not to embarrass our old man, he is a respectable and great scientist, but what about Ivan’s professor? What is he reading? Trifles - flowers and berries - is this really science? And here man is the king of nature. Without a man, everything is nonsense; Ivan is a good person, but he understands little about science.” Somov and Ivan, in fact, were great friends and drank together.
I started with nerds, I will continue about them. In the second year, the famous Ivan Parfenievich Borodin read botany (continued Beketov's course). His lectures were distinguished by the beauty and brilliance of presentation, and his audience was always crowded. Borodin went to listen not only to the naturalists, but also to the philologists, since his lectures brought real pleasure to the listeners.
Ivan Parfenievich accompanied the lectures with excellent preparations, tables and living plants from the greenhouse of the Forestry Institute, where he was a professor. He himself drew very well on a black board with colored crayons various plants illustrating his lectures, and greatly appreciated those students who also knew how to draw. I remember with pride that I was one of them, filling my notebooks with drawings. At 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 at lectures, which did not interfere with the seriousness of the presentation.
In the third year, the very famous scientist Andrey Sergeevich Famintsyn read to us about the anatomy and physiology of plants. 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 academic mathematician Imshenetsky), whose daughter I was friends with, he treated the listeners with some severity: there should have been absolute silence at his lectures , at the slightest knock, the creak of a desk, a loud cough, Famintsyn frowned and threw displeased glances in the direction from which the sound was heard.
It was impossible to enter the audience when the lecture had already begun or leave it before the end, which Beketov could easily do, who simply did not notice this. We strictly observed order and always hurried to take our seats on time and sit, almost without breathing, when Famintsyn entered the audience. The first impression was the most important for him. The same attitude to his lectures and students at the university.
Once there was such a case: ten minutes had passed since the beginning 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 to the door with a stern look and fell silent. A belated listener entered the auditorium and began to slowly make her way along the wall. “Be kind,” Famintsyn’s sharp voice rang out, “get out of the audience, you are bothering me.” The student hesitated. ““I ask you again,” Famintsyn said. The student did not move. “In that case, I will go out,” and Famintsyn walked away from the pulpit (he always read while 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 hurriedly went to the door. Famintsyn suddenly laughed: "No, it's better (he emphasized) sit down as soon as possible and remember once and for all that it's a mess to interfere with the lecturer and bad manners."
At 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 the praise.” And Famintsyn gave her "very".
Subsequently, I learned from the Imshenetskys that Famintsyn had lost his only son of twelve years old, who had already helped him on his scientific excursions, and I understood his severity43.
Famintsyn had an assistant, Pyotr Nikolaevich Krutitsky. He taught us practical classes in plant anatomy and treated these classes with great zeal. He taught us how to make thin cuts in various plant tissues, how to process them for preparations, how to handle 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, material for processing, razors, scissors, etc. were on the tables for each worker, and we had to enter the office with a bell and immediately begin to work. He also did not let in latecomers, no one dared to enter after the bell: he shouted and stamped his feet<...>. Krutitsky was specially engaged in algae, and when I brought him algae from Kerch Sea of Azov well prepared, he was very pleased. "That's good, that's thanks."<...>.
The zoology of invertebrates was read to us by Nikolai Petrovich Wagner, a well-known 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 himself, consisting of it director. In addition to zoology, Wagner was also engaged in writing, writing fairy tales (his “fairy tales of Kota-Purrlyka” are known), short 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, with Wagner fantasy prevailed)44. Wagner read entertainingly and picturesquely, demonstrating his lectures with excellent preparations and tables, which were brought from the university zoology cabinet by his minister, Samuel.
This Samuel was always present at Wagner's lectures, quickly hanging a table on the board or handing a jar of medicine when he heard the words addressed to him: "Samuel, Aurelia
43 According to the published biography of A.S. Famintsyn (Stroganov B.P. Andrey Sergeevich Famintsyn. M .: Nauka, 1996), from marriage with O.M. Aleeva in 1880, the Famintsins had a daughter (1882) and a son (1891). Perhaps Andrusova meant her son from her first marriage, about which we know nothing.
44 Wagner himself, on the contrary, considered himself a supporter of scientific research this phenomenon, although the work of a special commission at the Physical Society, created for the scientific verification of spiritual "miracles" by D.I. Mendeleev in 1875, did not satisfy him.
The building of the Higher Bestuzhev courses on Sergievskaya st. (Tchaikovsky St.), 7. Early 80s of the XIX century.
Museum of the History of St. Petersburg State University
aurita" or some other name for 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 “annelids” or “cephalopods” for me, etc., and Samuel collected everything unmistakably.
Wagner was distinguished by his eccentricities45: for example, when lecturing to students, he always addressed them with the word “mesdames”: “At the last lecture, mesdames; note mesdames; mesdames, I will talk today about the nervous system of crayfish, etc. This mesdames was always on his tongue. He even addressed students at the university with the words "mesdames". Samuel imitated him and also called us mesdames, even if he spoke to one, and not to many.
Wagner always walked around in a shabby frock coat, in an old coat, in some kind of red hat, about which the students said that it was made “from the fur of a green monkey,” and a blue plaid. This plaid was once dark blue, but has faded over time. On cold days, Wagner wore this plaid not only on the street, but also in the audience. There was gossip about his attire, as if at one of the mediumistic sessions the spirits predicted Wagner three years of life, and he sewed clothes for himself for three years, but thirteen years passed, and he still lived and did not start new clothes, waiting every year of death.
Once Wagner came to our lecture without a collar; instead, he had a rather dirty handkerchief tied around his neck, the ends of which protruded from one side like two hare 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.” On another occasion, he appeared with one mustache shaved, while the other stuck out randomly in all directions. It was terribly difficult to keep from laughing when Wagner, walking around the audience, turned to us now the right, then the left side of his face, now with a mustache, now without a mustache. Someone jumped. 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 began to shave in the morning, shaved off one mustache, and the spirits said "enough", and I had to stop this activity. So he walked for several days with one shaved mustache. Wagner came to the next lecture clean-shaven, which must have been allowed by the spirits.
When, after completing my courses, I worked in the zoological office of the university, one day Samuil brought a jar of alcohol, in which there was a rather shabby burbot. “Nikolai Petrovich ordered to stick a special label on this jar and put it in his closet,” said Samuil. - Last night they were sitting, suddenly the "medum" (medium) muttered something, but it was dark, and a fish plopped on the table (I stood at the door and peeped through the crack). Nikolai Petrovich gave me this fish - the burbot turned out to be smelly (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, entered there. I was the teacher in her class. The girl told all sorts of miracles: “I couldn’t write yesterday, my inkwell flew away, things often fly with us - here, for example, a book lies on the table and suddenly flies to another table,” or “And this year we will go to the dacha in Yucca, the table said (table spinning) ”, etc.
45 This personality trait of the famous zoologist was also noted by others who recalled him: see Shimkevich V.M. contemporary chronicle. N.P. Wagner and N.N. Polezhaev (from the memoirs of a zoologist) // Journal of the Ministry of National Education 1908. Nov. ser. 16. Det. 4. S. 1-18; Nikolsky A.M. From the memoirs of a zoologist ... S. 86-87.
46 N.P. Wagner had three daughters, we are obviously talking about the youngest - Nadezhda, born in 1876.
The main entrance in the building of the Imperial St. Petersburg University. 1880
Museum-archive of D. I. Mendeleev
Practical classes on Wagner's course were taught by Nikolai Evgenievich Vvedensky in our second year, the future famous physiologist, a student of Sechenov, and then still his young assistant and at the same time Wagner's assistant in our courses: simultaneously with physiology, Vvedensky also studied invertebrate zoology. We received much more knowledge from Vvedensky than from Wagner47, and I was especially fond of these studies.
In my second year of study, the well-known scientist and traveler, Modest Nikolaevich Bogdanov, taught vertebrate zoology. 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 captivatingly described the environment and conditions in which they lived, their customs, hunting for one or another animal or bird, and so on. M[odest] Nikolaevich was very fond of birds, 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 the apartment he also had many cages with our various 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. From him I learned a lot of interesting things about the simplest birds: sparrows, crows, pigeons, and so on. Bogdanov was friendly with Wagner, but he never shared his spiritualistic passions and nonsense.
At the course of Bogdanov (zoology of vertebrates) in the third year, his assistant Solomon Markovich Gertsenshtein conducted classes. 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 the study of mollusks, and most importantly
47 This is the general opinion of those who recalled N.P. Wagner during the period when he headed the Zootomy Cabinet of ISPbU: see Fokin S.I. Russian scientists in Naples... S. 281.
fish of the White Sea48. He was a man wholly and undividedly devoted to his science. He spent whole days and even nights in the museum of the Academy of Sciences, being distracted 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 longest nose, crooked twisted legs. He walked with large unsteady steps, waved his arms, and they talked about him, jokingly, that he turned the corner 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. We had to give him, in addition to the finely finished preparation, an exact schematic drawing and a detailed description of it. I have always been grateful to both Gertsenstein and Krutitsky for their studies: they brought me much benefit in my further studies.
S[olomon] M[arkovich] was very short-sighted, often lost things and could not find them. At the end of the classes, we helped him put away the preparations, instruments, microscopes, and so on. 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 also went to Gertsenstein and worked 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 was of particular interest to me. I could make such visits only on holidays (and for S[olomon] M[arkovich] there were no holidays), because on weekdays I didn’t have enough time for this. Subsequently, I met with S[olomon] M[arkovich] outside the walls of the courses (with N.V. Stasova), and when I got married, he became our great friend, both mine and my husband, and was him until his death .
He usually came to us twice a month for dinner or in the evening. When leaving, he always took out a notebook, thought for a minute and said: "Now I will come to you on February 25 at 6 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 pm, April 5 at 5 pm, 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 booklet, he sent me walnut 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 such a jam, but there were no tongs, and he could not click the bones. He reproached me greatly for the lack of tongs and, as if in reproach, sent them to me on New Year's Eve as a gift. But on January 3rd (at the hour appointed by him) he came to us and nevertheless 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 on various subjects.
He was distracted to the extreme, and a lot of anecdotes were told about his absent-mindedness. For example (this is a real fact, which he himself spoke about), one day he stayed working in the museum until late at night. Not wanting to detain the attendant, he let him go, saying that the museum itself would be banned and would open it at 9 tomorrow morning. The attendant left, S[olomon] M[arkovich] locked
48 S.M. Gertsenstein (1854-1894), a native of Kherson, from the Jewish merchant family; graduate of ISPbU in 1875; since 1880 scientific curator of the Zoological Museum of the ISPbAN.
door from the inside, put the key in his pocket and began to work. At 2 o'clock in the morning he finished his work and got ready to leave. Going to the door, he found it locked. (He completely forgot that the key was in his pocket). "What to do? Semyon locked me up and left, he decided. - How to get Seeds? 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, puts 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, knocks. Solomon]
M[arkovich] asks him to go wake up Semyon.
Semyon comes: "What's the matter?" “You locked me up and took the key away.” “The key is in your pocket,” Semyon replies. Sol[omon] Mark[ovich], terribly embarrassed, asks Semyon and the footman, and the next day also Strauch, for forgiveness. Everyone loved and forgave him.
Another time there was such a case: the family of Salomon] M[arkovich] (mother and sisters), with whom he lived, changed the apartment. Immediately after the move, S[olomon] M[arkovich] went to the academy.
Having finished his work, he went home; it was already 12 noon. 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 porter, who knew where the Gertsensteins had moved, he decided to go to his friend, the sailor Biryukov, who helped them transport things. But here's the trouble - S[olomon] M[arkovich] forgot Biryukov's address (not the street, but the number of the house and apartment). Then he goes on foot to the Admiralty, wakes up the watchman and in 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 trams finished work at 12 am) to Nikolaevskaya (now Marat Street), calls (it was already 2 am), scares everyone in the apartment, tumbles into a friend’s room: “ Tell me, where have we moved to? - 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 an alarmed family: it was already four in the morning, and S[olomon] M[arkovich] promised to return at 10 a.m. evenings. S[olomon] M[arkovich's] salary was always received by his mother: he himself either forgot the money somewhere in his office, and hid it so that he could not find it, or lost it.
His mother told me that the little Lema was just as distracted. Once 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 Lema was still gone. His sister, a year younger than him, went to look for him, and found him sitting by the ditch, mutely contemplating the fish. No tea, no sugar, but the three-ruble bill floated away. Lema forgot everything.
Human anatomy was read to us by Philip Vasilievich Ovsyannikov, who was a university professor and, being an academician, was in charge of the anatomical museum of the Academy of Sciences. Ovsyannikov
Yu. I. Fausek (in the center) among graduates and teachers of the preschool department of the Pedagogical Institute. A.I. Herzen. Leningrad, 1925. Museum of the History of the Russian State Pedagogical University. A.I. Herzen
he was very fond of the courses, and although his lectures were rather boring, we attended them conscientiously (in the second year), as we saw his chagrin when the audience was not full. At that time, most of us were imbued with a feeling of deep respect and gratitude for all professors, knowing their excellent attitude and good desire to do everything possible so that women's education rises to its proper height and wins its rights. Ovsyannikov's assistant, Vladimir Nikolaevich the Great, taught us classes in histology49.
In the third year, Nikolai Evgenievich Vvedensky began to read plant human physiology to us. This was in 1883. Then he was young and was not yet not only a professor, but also a Privatdozent (although he had already spent three years in exile). He became an assistant professor in 1884 and began to lecture at the university. Sechenov began the physiology course with us, but due to lack of time and due to illness, he handed it over to Vvedensky, who, preparing to become a Privatdozent and receive lectures at the university, studied for us; later 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 was quite successful in this. We did not suspect what a great scientist, not only here, but also in Europe, is being prepared from Nikolai Evgenievich, we lightly laughed at his demeanor, at his characteristic speech. Vvedensky was short, broad-shouldered, rather awkward, with a whirlwind constantly falling on his forehead, with an ugly, but very expressive face. He came to our first lecture in a tailcoat, rather clumsily sitting on it, and a white tie. For Nikolai Evgenievich, it was a solemn day: he ascended the pulpit for the first time. I remember how by chance, without any intention, I spied on 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 entered from the side doors so that he could not see me. There was no one else in the room besides me. He quickly approached a large mirror set into the wall, threw back his tuft, bowed, and began making various gestures with his hands. Then, throwing back his tuft again, he said: “Gracious sovereigns.” I was afraid that, turning 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 audience. Vvedensky ascended the pulpit and, in spite of all his efforts to be dignified, was terribly embarrassed and in a broken voice pronounced his “gracious sovereign”. Then, gradually mastering himself, he gave a 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 knew,” he said. - How terribly worried I was, how afraid of you all, much more afraid than students, and how happy I was with your applause. How well you did that you hid under the table.”<...>.
Nikolai Evgenievich was the son of a priest in some village in the Vologda province, he studied at the theological seminary, after which he ended up in exile, where he stayed for three years, and then, upon his release, entered St. Petersburg University50. Upon graduation, he worked in Sechenov's laboratory and was his assistant. Staying in the seminary and in exile imposed
49 V.N. Veliky (1851-1917?), graduate of ISPbU (1874), student of F.V. Ovsyannikova, later professor and rector of Tomsk University, from 1903 worked in Kyiv.
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, as a student, he 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.
Vvedensky had his own imprint: 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 (this animal swims)." Turning to one of us, he said: “Well, how are you, young lady” (he pronounced this “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, retaining his Vologda pronunciation and not wanting to get rid of it. Subsequently, when he got into 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 speak gracefully, but at lectures he remained “with tails, with eyes, swim and jump.
In the life of Nikolai Evgenievich there was an unfortunate romance: he, being a university assistant professor, gave lessons in anatomy and physiology to a very rich girl, known at that time to a millionaire, Sibiryakova. He fell in love with her, became strongly 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 whole 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 attracted not to herself, but to her millions, and therefore 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, knew that Sibiryakova liked him too, 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, not to herself. Sibiryakova gave a lot of money to the Higher Women's Courses, to the cash desk of the Society for the Aid to University Students, the Technological Institute, the Lesgaft Institute was founded with her funds51. When, under the Minister of National Education, General Glazov (188?),52 the Higher Women's Courses were temporarily closed, a new own house on Vasilyevsky Island, where the courses moved in 1884, was to become the property of the Credit Society (where the house was mortgaged, and the money for the ransom
51 Money for the organization P.F. Lesgaft of the Biological Laboratory with a natural science museum and the "Courses for students and leaders of physical education" were given by his student - I.M. Sibiryakov (1860-1901), a well-known industrialist and philanthropist, brother of A.M. Sibiryakova.
52 This episode in Yu.I. Fausek does not agree well with known facts. Lieutenant General V.G. Glazov (1948-1920) was the Minister of Public Education in 1904-1905. Admission to the VZhK was temporarily closed in 1886-1889. under Minister I.D. Delyanov (1817-1897), who was in this position from 1882 to 1897, but since 1885 the VZhK was already in a new building on the 10th line of Vasilyevsky Island. According to the memoirs, it turns out that the courses were closed from 1884 to 1885, which is not confirmed in the literature. Probably, it was only about the 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 time.
Yu.I. Fausek (in the center of the bottom row). Leningrad, early 30s of the XX century. Museum of the History of the Russian State Pedagogical University named after A.I. Herzen
there were no courses), Sibiryakova paid off the entire debt to the Society and took the house for herself. When, a year later, the Courses were again allowed, Sibiryakova brought it as a gift to the "Society for the Promotion of Higher Women's Courses." All the time, while the courses were not functioning, both the house and the inventory were carefully guarded with the assistance of the same Sibiryakova.
In the fourth year, Ivan Mikhailovich Sechenov read to us about the physiology of the nervous system. Not all of the first-year students made it to the fourth year (there were not many 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, but meanwhile he saw everything; so, for example: on the side of the pulpit by the window was a table on which his assistant prepared preparations for lectures, the objects of which were mainly frogs. Assistant Bronislav Fortunatovich Verigo, later a well-known physiologist, was very slow in his actions53. One day, Sechenov, while giving a lecture, without looking in the direction of Verigo, suddenly turned to him: “Yes, it’s enough for you, my friend, to bully the poor thing, finish it off soon.” He saw us too: “Ah, I know you,” he said to a student at the exam. - You always sat in a corner by the stove, listened well. Or - "You, like a matchmaker, changed all the places, then on one desk, then on the other, but this bothered me, I like to have order." - “What to do, Ivan Mikhailovich,” said the student. If you are late, your place will be taken. - “Don’t be late, but the one who occupied your place did not do well, you must respect your comrades,” etc.
There was no severity in these remarks by Sechenov; on the contrary, they were always gentle and affectionate. It was said (eyewitnesses) that at the exam at the university he asked one examining student, a Georgian: “Who are you, my friend, are you 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 a 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 on your health as much as you like; coughing does not bother me, but the fact that you are leaving, you are breaking the order.
Sechenov’s lectures were distinguished by clarity and clarity, and they contained expressions and phrases inherent in him alone, for example: “If I annoy her, she (the frog) will squirm on the ceiling”, or “He (air) will whirl into the test tube” or “And saliva with the reins, the reins,” etc.
I remember when I was finishing my courses, we, according to the accepted custom, had an evening within the walls of the courses (on Vasilyevsky Island). We did not send invitations to the professors, but went together, three of us (according to elections) to their apartments to invite them personally. It was my lot to be among those inviting Sechenov. “I am very grateful to you, I will certainly,” Ivan Mikhailovich told us. “I only tearfully ask you for one thing: do not invite me to dance, I love this mode of action extremely, I can even say I adore it, but I can’t, it’s harmful.” We promised not to invite him to the dance, but when the pianist played the waltz, Nadezhda Vasilievna Stasova approached Sechenov: “Ivan Mikhailovich, let’s open the ball.” Sechenov was unable to, and his deep respect for Nadezhda Vasilievna and good breeding did not allow him to refuse, and a wonderful couple performed several rounds of the waltz to enthusiastic applause.
Throughout the evening, a group of female students enjoyed listening to Sechenov's stories between dances. Nobody invited him to dance, remembering the word given to him, but at the end of the evening the pianist began to play
53 B.F. Verigo (1860-1925), graduate of ISPbU, electrophysiologist, student of I.M. Sechenov, later prof. Novorossiysk and Perm Universities.
mazurka. In my youth I adored 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, villain, I can’t resist, but what if God will punish you for the temptation?” - "Let him punish." And we danced a mazurka, and Sechenov, stamping his foot (he danced very well), kept saying: "I am a nobleman, and I am a student of 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 saw Sechenov in Nadezhda Vasilievna's office. “Alive, alive,” he told me. “But God didn’t punish you?” - "No, Ivan Mikhailovich, I'm alive and 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 confused and did not know what to answer. “What do you mean, Ivan Mikhailovich, she will be a scientist,” said Nadezhda Vasilievna. “We leave her to study zoology for a year.” Sechenov shook my hand firmly. “And she worked well with me,” he said. - Wish you luck". Then, laughing, he added: "But ballet is a wonderful thing." And he was right: with his penetrating eyes 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 after a few years, meeting them by chance somewhere in the house or on the street. I remember that two years after the end of the course, I was traveling from St. Petersburg in the summer to a lesson in the Tver province and at Staritsa station I ran into Ivan Mikhailovich, who, from his wife’s estate (in the Tver province), was going somewhere not far from Torzhok to his older sister. In one hand he had a small suitcase, in the other a bunch of yellow French novels. He recognized me: "Ah, hello, dancer." Asking me where and why I was going, regretting that I was going to work and not rest, he said: “But I’m going to my sister for two weeks for a complete rest, my sister is old, I’ll play fools with her, but these Reading novels is wonderful! Every person needs such a rest, it is necessary that the brain becomes stupid for a short time. Well, what about science? he asked me. - "Nothing, Ivan Mikhailovich, I'm doing it." - "Well, the Lord is with you, but don't leave the dances, it's good for the soul." We said goodbye and parted ways.
Artemiev N.A. (private assistant professor of the university, who taught geometry and trigonometry), was a little 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 often took part, who was very fond of music and singing, which he mentions in his autobiographical notes. I remember once in such a choir Artemyev, who played the role of choir director, remarked to Sechenov: “Listen, dear Ivan Mikhailovich! After all, you can’t get into the tone in any way, listen carefully. ” “Hey, my friend,” Sechenov answered. - What more tone do you need, and it’s so very good. ”<...>.
In the spring of 1884, the Bestuzhev Courses moved from Sergievskaya Street to their own house on the 10th line of Vasilyevsky Island. At the same time, I completed my studies at the courses. Whole Last year, in the fourth year, I had to work very hard on the publication of lectures on invertebrate zoology for the first year. It was like this: I was very fond of zoology (invertebrates) and did a lot of it 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 then gave me great joy.
NOT. Vvedensky advised me to take on the publishing of lectures in the first year, in which N.P. Wagner. It so happened that Wagner, at the very beginning of the year, left for
diseases abroad, and his department was occupied by the only Kazan zoologist at that time, M.M. Usov54. It was very difficult to take notes after Wagner, and even more difficult after Usov, but I somehow coped, and Vvedensky read and corrected what I wrote down.
I not only wrote down and composed the lecture, but also rewrote it with hectographic ink, which took a lot of time: I had to work at night. Two months later, Usov moved to Moscow, and a young scientist (also from Kazan University) appeared at the department - K.S. Merezhkovsky55, brother of the famous poet and writer D. Merezhkovsky. Konstantin] S[ergeevich] was a very talented lecturer, but he left the career of a scientist early, and his further life and work was somehow strange and dark (I don’t know exactly what it was)56. I remember how once I was called to the professor's room to Stasova. I found Merezhkovsky at her place. He could not find 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 (Сoelenterata), but to start a new one - to read the course of "joint-legged" as more understandable for the listeners57.
He instructed me to continue publishing the lectures and agreed to edit them. Merezhkovsky did not confine 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 the students to publish lectures with me. The student who took over this work came to me and offered to deal with the whole technical side of the matter (the lectures were already printed in lithographic form), which I was very glad about. The text was accompanied by plates of 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 charts for the Merezhkovsky course, which I practiced long after I finished the course.
In the autumn I passed my last 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 study. I began to dream that it would be nice to enter the drawing school, where I was terribly drawn, and surrender to art, discarding all sciences, but. it was impossible to even think about it: before me was life and the need to work not only for myself. Happy is he who finds his way from early youth.
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 he left for Kazan, where he became a professor of zoology. He defended dissertations for the degree of Doctor of Philosophy in Göttingen (1874), master's - in ISPbU (1877) and doctoral - in Kazan (1885).
55 K.S. Merezhkovsky graduated from ISPbU in 1880 and worked under N.P. Wagner until 1886, when he retired and settled in the Crimea. He returned to the service in 1902 at Kazan University, where he became an assistant professor, and then a professor of botany. His short biography see: Fokin S.I. Russian scientists ... S. 190-195.
56 The dark side of Merezhkovsky's life, which Yulia Ivanovna mentions in passing, was his sexual predilection for 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 "From the Father" Silver Age". Moscow: Ladomir, 2003.
57 Later, the material of this course by Merezhkovsky was included as a separate chapter in N.P. Wagner, History of the development of the animal kingdom. Course of invertebrate zoology. SPb., 1885.
I was left at the department of zoology for courses. NOT. Vvedensky tried to make me the curator of the zoological cabinet and assistant to the laboratory assistant, which would give me some income and a pleasant, serious job. but here I failed. Vvedensky gave me the keys to the office and an order 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 me who was approved at the council, but the Russian one58. I was very upset, not understanding how this could happen, I still do not understand. Vvedensky was embarrassed, N.V. Stasova was indignant, blaming everything on Wagner and calling the Russian intriguer: the voice of Wagner. I wept bitterly, wept out of sympathy, and my cohabitant, Lisa M. After weeping, we went for a walk; returning home, they bought a whole ruble of chocolate from Konradi ... and consoled themselves.
I decided that I would not give up zoology, that I would take courses and go to work in a city school. At that time, the diploma of the Higher Women's Courses did not give any rights. To obtain a position as a teacher in a women's gymnasium, one needed a certificate of completion of eight grades of the gymnasium and a diploma of graduation from V.Zh.K. he didn’t add anything, on the contrary, he interfered, because for some reason the gymnasium authorities were afraid of teachers with such a diploma, while the teachers of the gymnasium were all university graduates. Above the fourth grade, female teachers did not have the right to teach. Bestuzhev girls were accepted very willingly into city schools. All my contemporaries could attest that the Bestuzhevkas, having a higher education, conducted their business perfectly, and the city schools were distinguished by their exemplary production. But I did not end up in the city school, but in the gymnasium of M.N. Stoyunina.
Made it by N.V. Stasova: she gave me two letters - one from herself, the other from M.N. Bogdanov, for whom I also worked (zoology of vertebrates), recommending me as a future useful worker in the gymnasium. They hired me as a trainee without any remuneration... From 9 in the morning until 3 I worked at the gymnasium (at that time it was located on Furshtatskaya, now Voinova Street), at three I went to courses, where I worked in the zoological room until 5 (on Sergievskaya, now Tchaikovsky St.), from 6 to 9 for lessons. I lived on Furshtatskaya. I still had to work at home (to prepare something for the gymnasium, for the lesson, to draw and copy for money). 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, occasionally Lisa and I visited the opera or the Alexandrinsky Theater.
The following year, I received science classes in the second and fourth grades. Stoyunin sometimes sent me to the lessons of the well-known natural science teacher A.Ya. Gerda59 to the Obolenskaya gymnasium. I owe a lot to Stoyunin and consider him my first and, in fact, my only teacher in the pedagogical field. In my old age, I met the Montessori system, and it answered all my thoughts (educational) and doubts, and confirmed my beliefs; in fact, I was ready for her perception and dedicated
58 Maria Alexandrovna Rossiiskaya (Kozhevnikova) (1861-1929), teacher of the Russian language in Orel (1877-1879), graduated from the VZhK in 1883, where she listened to lectures both at the natural and special mathematical departments, where she specialized in physics. After graduation, she was left (1884-1887) as an assistant to prof. Wagner and engaged in zoological research, including at the Sevastopol Biological Station under the guidance of S.M. Pereyaslavtseva; published several papers on crustacean embryology.
59 Alexander Yakovlevich Gerd (1841-1888), famous naturalist, son of an Englishman, teacher of the Grand Dukes, including the future Tsar Nicholas II; was mainly engaged in mineralogy; member and chairman of the Society for the Delivery of Funds of the VZhK.
all my time and all my activity 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 guidance of V.Ya. Stoyunin is only three and a half years old. He died in November 1888.
Shortly after finishing my courses (in the autumn of 1884) I began working in the Zoological Cabinet of the University60. It happened as follows: my brother, who was at that time in Odessa at Novorossiysk University (he worked, by the way, with the famous zoologist A.O. Kovalevsky), sent me Arthemia salina eggs from the Khadzhibey estuary in a jar and instructions on what to do, so that crustaceans hatch from the testicles. I remember quite clearly the unforgettable impression I received when one evening, 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. It was wonderful! My heart fluttered 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 minister, already mentioned by me 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 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 on Sundays and two more times a week to the office and take a course in invertebrate zoology under his guidance 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 crossed the threshold of the university, I was the first. Wagner, the director of the cabinet, was then abroad, and Merezhkovsky was the complete master in the cabinet; he allowed himself this liberty - to admit a woman to the university, without asking for the permission of the rector61.
On Sundays and sometimes on other days after the gymnasium, when time allowed me, I ran to the university, to the zoological study: I had my own place, my own microscope, microtome, and so on. I worked hard while taking the invertebrate course. Merezhkovsky helped me, gave books at home. Our joint experiments with Arthemia salina went on as usual, and Merezhkovsky wrote a paper about them.
At that time, several young zoologists were working in the office, preparing their Ph.D. Among them I remember I.D. Kuznetsov, the future fairly well-known entomologist, Shalfeev, extremely sweet and talented person who died early from tuberculosis
S.A. Poretsky, later a well-known teacher and writer for children on natural sciences, N.M. Knipovich, the future outstanding scientist, A.I. Ulyanov, brother of Lenin. Among them was V.A. Fausek, my future husband.
All these were very modest and devoted to science young people. Among them, Alexander Ulyanov made a particularly charming impression: quiet, silent, with an affectionate smile, friendly and polite, despite his seriousness, he rejoiced at the jokes of his comrades, of which Kuznetsov was especially capable. It was said that he wrote
60 In fact, we are talking about the Zootomy room.
61 Yulia Ivanovna worked, in fact, in the Zootomy Room, not only in Wagner's absence, but also after his return from overseas trip. 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's departure from St. Petersburg, to Shimkevich, who was invited by him from Moscow.
outstanding Ph.D. work, which was prepared for publication, but which did not see the light after the tragic death of the author.
Among those listed was a certain Khvorostansky, a very narrow-minded person who with great difficulty achieved a candidate's title: he wrote some work on a leech, and Merezhkovsky fought with him and Kuznetsov helped a lot. With difficulty in half, he managed to protect her. I remember the celebration arranged for him by his comrades, initiated by Kuznetsov, and in which Ulyanov also took a considerable part. A triumphal arch was arranged at the front doors of the study, decorated with giant, carved from cardboard and painted leeches and with an inscription that read: “Come, come, O leeches winner, our great teacher in perseverance and work!” And a little lower, in smaller letters: “There is no pond, no groove, where there would be no leeches, but after my work you will not find them anywhere, neither in the groove, nor in the pond.” Everyone arranged the arch, Kuznetsov composed the inscriptions. Hvorostansky 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 “master” to each person he addressed: “ Mr. Merezhkovsky, this book was written by Mr. Wagner, I took chemistry under the book of Mr. Mendeleev. What became of this gentleman, the lord of leeches, I do not know.
I worked in the zoological office for about six months, until spring (March), and I was very happy, but, alas, this happiness soon came to an end. One fine day, when I came to the office, I saw another woman at the table with a microscope. This woman was my evil genius - Russian. I froze with fear, foreseeing great trouble for myself. And so it happened. Everything somehow changed in the office: silence and working atmosphere violated. 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 asked me to give this or that thing from my table. The Russian, on the other hand, behaved noisily, talked to everyone, laughed out loud; they joked with her, chatted, she wanted to be served this or that, looked after her.
But little by little her behavior began to cause condemnation, and the first who began to rebuff her were Ulyanov, Fausek, the shy Poretsky. She was left with the joker Kuznetsov, the stupid Khvorostansky and the young Wagner, still a boy, the son of Nikolai Petrovich. She never left him alone. And then Merezhkovsky fell ill and left for the Crimea, and the well-known zoologist Shimkevich63 appeared in his office. Shortly after his appearance, the office received a proposal from the dean of the Faculty of Natural History to remove women from the office64. I had to obey, collect my belongings and leave.
The Russian became indignant and decided not to leave the matter like that, without any objections. One day she came to me with a proposal to go to the minister
62 Konstantin Ivanovich Khvorostansky (1860-?), a graduate of ISPbU in 1887, worked in the office for several more years as if he had been left to prepare for a professorship; twice went to the Solovetsky biological station (1887 and 1890) and was the curator of the cabinet. In science, however, he really did not become famous for anything, since in 1894 he moved to serve in a bank.
63 Then V.M. Shimkevich had just received his master's degree and was not yet a well-known scientist.
64 Officially, the subdivision was called the Department of Zoology, Comparative Anatomy and Physiology of the Natural Department of the Faculty of Physics and Mathematics of ISPbU; it then consisted of three rooms: Zootomy, Zoological and Physiological. 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.
popular education, known at that time for its stupidity, Delyanova. She read me a report, extremely ornately written, about the injustice towards "learned" women. Although I did not consider myself to be such an honorary title (of a learned woman), but. agreed to go with her to Delyanov<...>But nothing happened not only for me, but also for the Russian - we were no longer allowed into the office.
I didn't quit zoology classes and that's it free time spent at the Higher courses in the zoological office. At this time, N.A. was reading zoology at the courses. Kholodkovsky, who drew attention to my ability to draw microscopic preparations, and I became his permanent 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 specimens for his work. Once I told him (the conversation turned to smoking) that I would never smoke, but that I really like sweets and always work better and faster if I have something sweet in my mouth. The next day, I found a large box of beautiful sweets on my desk. 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. was a very interesting and versatile conversationalist. He was a doctor by education, 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 Tsar Alexander III. Going the next day (March 2) to the zoological room, I found it empty; besides the servant Samuel, there was not a single worker in it. Samuil told me that Ulyanov was arrested that night, his desk was searched, and all his papers were taken away (i.e., his almost finished work)65. Samuel was very upset. “Such a quiet, good fellow was taken away, they will hang him,” he said. And so it happened. We were all shocked.
This tragic event partly affected my future husband, V.A. Fausek. He had a friend, a zoologist, a teacher at the Forestry Institute, Ivan Yakovlevich Shevyrev. Ivan Yakovlevich had younger brother, Peter, a revolutionary involved in terrorist act March 1, 1887 This Peter, a twenty-year-old youth, was ill with tuberculosis and lived in Yalta. He was seriously ill, hopelessly, but he was still arrested. Iv[an] Yak[ovlevich] and F[ausek] made every possible effort and sought to have him bailed out to his parents, since, according to the doctors, his days were numbered, but. he was executed, just like Ulyanov. This sad event overshadowed the last time of my stay in the zoological study. 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 small work "Ciliates of Kerch
65 Alexander Ilyich Ulyanov (1866-1887) managed to get a gold medal in his 3rd year at the university for his essay "Study of the Structure of Segmental Organs of Freshwater Appima" (1886). Here, apparently, we are talking about the work for the title of candidate, which was defended at the end of the university course. According to the memoirs of A.I. Ulyanova, at the beginning of 1887, Alexander studied the organs of vision in some kind of worm. See: Polyansky Yu.I. The work of Alexander Ulyanov on the structure of segmental organs of freshwater annelids // From the history of biological sciences. Issue. 10 (Tr IIET, v. 41). M.; L., 1961. S. 3-15. Prize-winning essay by A.I. Ulyanov published in the same place, p. 16-28.
bay"66, and Merezhkovsky forced me to give 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 selflessly devoted himself to science. I realized that in my studies of zoology, mainly the eyes and hands were occupied, and thought was in the background; I approached science not as a science, but as an art, and an applied art: I liked to examine, draw, and make preparations. In this last one I have achieved great skill. Working in the office, I made a number of preparations for ciliates such as no one had ever made before, and they served for two or three years as a manual for professors' lectures.
And I left science without regret, especially since its applied side remained with me for a long time in my life.
Recollections of Yulia I. Faussek (Andrussova)
The Publication with Commentary by Sergei I. Fokin;
An introductory Essay by Sergei I. Fokin and Oxana V. Vahromeeva
St. Petersburg State University Petersburg, Russia; [email protected]; [email protected]
These are a selection of the vast reminiscences left by Y. I. Faussek's, a graduate of the Department of Natural Sciences of St. Petersburg Higher Women's Courses (1884). They primarily reveal the informal character of certain St. Petersburg University professors-biologists, and other events that occurred in the 1880s. The authors provide an extensive biographical note on Faussek, who is known for introducing the Montessori system of child education in Russia. Previously unknown photos of Faussek accompany the publication.
Keywords: Y.I. Faussek (Andrussova), Higher women (Bestuzhevskiye) courses, St. Petersburg University, zoology, botany, physiology, professor-biologists.
66 This work - "Ciliates of the 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.
K:Wikipedia:Articles without images (type: not specified)Julia Ivanovna Fausek(Andrusova; June 3, Kerch -, Leningrad) - Russian teacher in the field of preschool education and primary education, sister of the geologist and paleontologist Academician N. I. Andrusov, wife of the biologist Professor of Moscow University V. A. Fausek.
Biography
Born in the family of a navigator of the Russian Society of Shipping and Trade; lost her 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 engage in science.
Later, moving 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 Montessori kindergarten in Petrograd. It was attended by 200 children aged from one to nine years old.
In the 1920s she taught at the Institute of Preschool Education and. In 1930, new methods in pedagogy were banned for ideological reasons; nevertheless, Yu. I. Fausek continued to develop the ideas of Montessori.
She died in besieged Leningrad. She left memoirs stored in the National Library of Russia (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 writings
- Andrusova Yu. I. Ciliates of the Kerch Bay: From the works of zool. laboratories Sib. university - St. Petersburg. : type. V. Demakova, 1886. - 24 p. - (Ott. from // S.-Petersburg. Society of Naturalists / Tr. - 1886. - T. 17, Issue 1.).
- Geometry in Montessori elementary school / Per. from Italian: Y. Fausek. - [Pg.]: The beginnings of knowledge, 1922. - 24 p.
- Taubman V. V., Fausek Yu. I. Theory and practice of kindergarten Montessori. - Pg.; M.: Thought, 1923. - 133 p.
- Fausek Yu. I. Paper Kingdom: Cutting out of colored paper, as a tool for conducting "subject lessons": Vol. 1. - St. Petersburg. : Ya. Bashmakov i K˚, 1912. - 31 p.
- Fausek Yu. I. Montessori grammar for young children. - M.; L.: Mrs. publishing house, 1928. - 76 p. - (B-ka teacher). - 4000 copies.
- Fausek Yu. I. Kindergarten Montessori: Experiences and observations during seven years of work in kindergartens according to the Montessori system. - Berlin; Pb.; M.: Z. I. Grzhebin, 1923. - 215 p. || Kindergarten Montessori: Experiences and Observations During Twelve Years of Work in Montessori Kindergartens. - 2nd ed., corrected. - M.; L.: Gosizdat, 1926. - 224 p. - (B-ka teacher).
- Fausek Yu. I. The value of drawing in the Montessori school: Experiments and observations. - Pb.: Time, 1923. - 62 p.
- Fausek Yu. I. How does Baba Yaga live? - St. Petersburg. : collection of O. N. Popova, 1913. - 16 p.
- Fausek Yu. I. How Natasha and Kolya lived: [Stories for children]. - M .: Intermediary, 1928. - T. 1–6. - 67 p. - (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. The Montessori method in Russia. - Pg. : Time, 1924. - 82 p.
- Fausek Yu. I. Month in Rome in Maria Montessori's Houses of Children. - Pg. : type. M. Volkova, 1915. - 189 p.
- Fausek Yu. I. On attention in young children (according to Montessori): Report, chit. in psychology. laboratories Pedagogical. museum. - Pg. : The Beginnings of Knowledge, 1922. - 16 p. - (Pedagogical library, No. 9).
- Fausek Yu. I. Literacy and speech development according to the Montessori system. - M .: State. publishing house, 1922. - 107 p. || . - L., 1924. - 113 p.
- Fausek Yu. I. Learning to count according to 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. share Brockhaus-Efron Islands, 1909. - 36 p.
- Fausek Yu. I. The development of intelligence in young children (according to Montessori). - Pg. : The Beginnings of Knowledge, 1922. - 23 p. - (Pedagogical library, No. 10).
- Fausek Yu. I. Self-study of students in grades 1-4 of the school. - L., 1940. - 48 p. - 1500 copies.
- Fausek Yu. I. Montessori school material: Diploma and arithmetic. - M.; L.: Mrs. publishing house, 1929. - 118 p. - (B-ka teacher). - 4000 copies.
- Fausek Yu. I., Sidorova M. A. How we do. - Pb.: Lights, 1922. - 20 p.
- School didactic Montessori material in the processing of Yu. I. Fausek. - M .: State. publishing house, 1930. - 210 p. - 5000 copies.
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Notes
Links
- Boguslavsky M. V., Sorokov D. G. Yu. Fausek: 30 years according to the Montessori method. - M., 1994.
- (Retrieved December 30, 2011)
- Fokin S.I.// St. Petersburg University. - 2007, October 31. - No. 15 (3763) .
- Publication and comments by S.I. Fokin; introductory article by S.I. Fokin and O.B. Vakhromeeva // Historical and biological research. 2011. Vol. 3. No. 4.
- [Pedigree www.geni.com/family-tree/index/6000000028299946048#6000000028335946343]
An excerpt characterizing Fausek, Yulia Ivanovna
“What do you order, your excellency?” asked the protodeacon's bass voice, hoarse with chirping, and two shiny black eyes looked from under their brows at the silent gentleman. "What, or can't you stand it?" as if those two eyes said.- Nice day, huh? And the chase, and the jump, huh? - Nikolai said, scratching Milka behind the ears.
Danilo did not answer and winked his eyes.
- He sent Uvarka to listen at dawn, - his bass said after a moment of silence, - he said, he transferred it to the Otradnensky order, they howled there. (The translation meant that the she-wolf, whom they both knew about, went with the children to the Otradnensky forest, which was two miles from the house and which was a small detached place.)
- Do you have to go? Nikolai said. - Come to me with Ovarka.
- As you command!
- So wait a minute to feed.
- I'm listening.
Five minutes later, Danilo and Uvarka were standing in Nikolai's large office. Despite the fact that Danilo was not large in stature, seeing him in the room gave the impression similar to when you see a horse or a bear on the floor between the furniture and the conditions of human life. Danilo himself felt this and, as usual, stood at the very door, trying to speak more quietly, not to move, so as not to somehow break the master's chambers, and trying to express everything as soon as possible and go out into the open, from under the ceiling to the sky.
Having finished the questions and forced out Danila’s consciousness that the dogs were okay (Danila himself wanted to go), Nikolai ordered to saddle. But as soon as Danila wanted to go out, Natasha entered the room with quick steps, not yet combed and not dressed, in a large, nanny's scarf. Petya ran in with her.
- You are going? - said Natasha, - I knew it! Sonya said that you would not go. I knew that today was such a day that it was impossible not to go.
“Let’s go,” Nikolai answered reluctantly, who today, since he intended to undertake a serious hunt, did not want to take Natasha and Petya. - We are going, but only for the wolves: you will be bored.
“You know that this is my greatest pleasure,” said Natasha.
- This is bad - he rides himself, ordered to saddle, but he didn’t say anything to us.
- All obstacles to the Russians are in vain, let's go! Petya shouted.
“But you shouldn’t be: mother said you shouldn’t,” said Nikolai, turning to Natasha.
“No, I will go, I will certainly go,” Natasha said decisively. - Danila, tell us to saddle, and Mikhail to ride with my pack, - she turned to the huntsman.
And so it seemed indecent and hard for Danila to be in the room, but it seemed impossible for him to have any business with the young lady. He lowered his eyes and hurried out, as if it did not concern him, trying somehow not to inadvertently harm the young lady.
The old count, who always kept a huge hunt, but now transferred all the hunting to the jurisdiction of his son, on this day, September 15, having cheered up, was about to leave himself too.
An hour later, all hunting was at the porch. Nikolai, with a stern and serious look, showing that there was no time now to deal with trifles, walked past Natasha and Petya, who were telling him something. He inspected all parts of the hunt, sent a flock and hunters ahead to the race, sat on his red bottom and, whistling the dogs of his pack, set off through the threshing floor into the field leading to the Otradnensky order. The horse of the old count, a playful merenka called Viflyanka, was led by the count's stirrups; he himself had to go straight in a droshky to the manhole left for him.
All the hounds were bred 54 dogs, under which 6 people left as dodzhachim and vyzhlyatnikov. In addition to the gentlemen, there were 8 greyhounds, followed by more than 40 greyhounds, so about 130 dogs and 20 horse hunters went into the field with the master's packs.
Each dog knew the owner and nickname. Each hunter knew his business, place and purpose. As soon as they went beyond the fence, everyone, without noise or conversation, evenly and calmly stretched out along the road and the field leading to the Otradnensky forest.
As if horses were walking on a furry carpet across the field, occasionally splashing through the puddles when they crossed the roads. The misty sky continued to descend imperceptibly and evenly to the earth; the air was quiet, warm, soundless. From time to time one could hear the whistling of a hunter, then the snoring of a horse, then a blow with a rapnik or the squeal of a dog that was not walking in its place.
Having driven a mile away, five more riders with dogs appeared out of the fog towards the Rostov hunt. Ahead rode a fresh, handsome old man with a large gray mustache.
“Hello, uncle,” Nikolai said when the old man drove up to him.
- A clean march! ... I knew it, - my uncle spoke (he was a distant relative, a poor neighbor of the Rostovs), - I knew that you couldn’t stand it, and it’s good that you were going. Pure business march! (That was my uncle's favorite saying.) - Take your order now, otherwise my Girchik reported that the Ilagins were willingly standing in Korniki; you have them - a clean march! - under the nose they will take a brood.
- I'm going there. What, bring down the flocks? - Nikolai asked, - dump ...
The hounds were united in one flock, and uncle and Nikolai rode side by side. Natasha, wrapped in kerchiefs, from under which a lively face with shining eyes could be seen, galloped up to them, accompanied by a hunter and a bereytor, who was assigned by the nanny with her, who did not lag behind her, Petya and Mikhaila. Petya laughed at something and beat and pulled his horse. Natasha deftly and confidently sat on her black Arab and with a sure hand, without effort, laid siege to him.
Uncle looked disapprovingly at Petya and Natasha. He did not like to combine pampering with the serious business of hunting.
- Hello, uncle, and we're going! Petya shouted.
“Hello, hello, but don’t pass the dogs,” my uncle said sternly.
- Nikolenka, what a lovely dog, Trunila! he recognized me,” Natasha said about her beloved hound dog.
“Trunila, first of all, is not a dog, but a survivor,” thought Nikolai and looked sternly at his sister, trying to make her feel the distance that should have separated them at that moment. Natasha understood this.
“You, uncle, don’t think that we interfere with anyone,” said Natasha. We stand where we are and don't move.
“And a good thing, countess,” said my uncle. “Just don’t fall off the horse,” he added, “otherwise it’s a pure march!” - nothing to hold on to.
The island of Otradnensky order could be seen a hundred fathoms away, and those arriving approached it. Rostov, finally deciding with his uncle where to throw the hounds from and showing Natasha a place where she should stand and where nothing could run, headed for the race over the ravine.
“Well, nephew, you’re becoming a seasoned one,” said the uncle: don’t iron (pickle).
- As it is necessary, answered Rostov. - Punish, fuit! he shouted, answering this call to the words of his uncle. Karay was an old and ugly, burly male, known for that he single-handedly took a seasoned wolf. Everyone got into place.
The old count, knowing his son's hunting ardor, hurried not to be late, and before the arrivals had time to drive up to the place, Ilya Andreevich, cheerful, ruddy, with trembling cheeks, on his crows, rolled through the greens to the manhole left to him and, straightening his fur coat and putting on hunting shells, climbed onto his smooth, well-fed, meek and kind, gray-haired like him, Bethlyanka. The horses with the droshky were sent away. Count Ilya Andreevich, although not a hunter by heart, but who knew the laws of hunting firmly, rode into the edge of the bushes from which he was standing, took apart the reins, straightened himself in the saddle and, feeling ready, looked around smiling.
Beside him stood his valet, an old but heavy rider, Semyon Chekmar. Chekmar kept in a pack of three dashing, but also fat, like the owner and the horse - wolfhounds. Two dogs, smart, old, lay down without a pack. About a hundred paces away in the edge of the forest stood the count's other aspirant, Mitka, a desperate rider and a passionate hunter. The count, according to an old habit, drank a silver glass of hunting casserole before the hunt, ate and washed down with a half bottle of his favorite Bordeaux.
©Karapuz Publishing House, 2011.
Foreword
Julia Fausek - the first Montessorian of Russia
There is much in common in their destinies, although they personally met only twice, in Rome. Both were born in a military family, in coastal cities, both, in the end, took up pedagogy and achieved success in this occupation. Both one and the other moved to the capital. Both have written several books. We read each other's books. One read, agreed and faithfully followed what was written, the other read and wept from overwhelming feelings. One - the eldest - considered herself a student of the youngest, the second - the youngest - came up with a pedagogical system that is widespread throughout the world and is still called by her name. This is Maria Montessori and her Russian follower, Yulia Ivanovna Fausek.
Yulia Ivanovna Fausek was born on June 3 (15), 1863 in Kerch. Here she spent her childhood and youth. Then - the capital of Russia, St. Petersburg, and Bestuzhev courses (a private university for women), which at that time provided almost university education. I.M., who taught the physiology of the nervous system in them. Sechenov recalled: “The proof that it was a university is the systematic nature of the four-year course taught by professors, associate professors of the university, and even some academicians. I read in the courses the same thing and in the same volume as at the university, and, examining annually both there and here, I found from what I read, as a result, that one year the best students are examined, and the next the best students.
Even during her studies (1880–1884), Julia was actively engaged in laboratory practice within the walls of the university and tried herself as a teacher. However, her mentors linked Fausek's future to science. She chose a different path - after the courses she started working in a private women's gymnasium. At first, Yulia Ivanovna only replaced teachers, later she received her own classes, where she taught natural science, and, according to her own remark, "did a lot of stupid things."
She happily married and had two children. Unlike her future idol, Maria Montessori, Yulia Ivanovna was fond of theater and music in her youth. She was a dreamer, she knew how to listen carefully and for a long time, she could be direct. Her husband, a professor of zoology at St. Petersburg University, joked that it was difficult to find another woman who would know as much nonsense as Yulia. But people were attracted by her amazing charm, the integrity of her nature, her innate sense of humor, which did not leave her in the most difficult life conflicts.
Fausek was introduced to Montessori ideas while traveling in Italy with her family in 1908. But the fate that determined her future life caught up with her later, in 1913.
It was a difficult year for her. Husband died. Growing up children could not fill the void associated with the loss of a loved one. I wanted to try my hand at working with young children, but the Froebel system, which was then widespread in Russia, did not attract her.
It was in 1913 that Yulia Ivanovna first came across an article by E.N. Yanzhul “On an Italian kindergarten”, and then the translation of the book by M. Montessori “Children's Home. The method of scientific pedagogy. And when she hears from a mutual friend about the physicist Lermontov, who annoyed everyone with stories about some kind of sticks, strings and cylinders brought from abroad, Fausek immediately understands that we are talking about the materials of the Italian known to her from the book. Yulia Ivanovna meets Lermontov, and even the deafness of the old man does not become an obstacle to communication. Almost daily they met to study the material brought by the physicist. Then there were two exhibitions at the university and in the "Salt City", which caused only bewilderment and ridicule among most teachers. Fausek is one of the few who not only immediately and unconditionally accepts Montessori pedagogy, but is also ready to act.
Later, Yulia Ivanovna recalled: “At that time of my life, I was like a ship wandering in the sea on a foggy night and losing direction, striving first to one, then to another imaginary luminous point, until the bright light of a real lighthouse cut through the fog and indicated to the loser hope to the helmsman of the true path. Such a saving beacon, flaring up with ever brighter light and calling to move forward, to the new promised lands for our children, was the Montessori system for me. Already in October, thanks to the efforts of Fausek, M.A. Shidlovskaya opens the first Montessori group in Russia.
In the spring of 1914, thanks to the director of the school, S.I. Sazonova Yulia Ivanovna leaves for Rome, where she spends a month attending an international course for teachers of the Montessori education system and getting acquainted with schools that work according to this system. Already in 1915, her first book, A Month in Rome at Maria Montessori's Orphanages, appeared. After returning, Fausek goes to work "with more confidence in his abilities and even more confidence in the system."
The kindergarten grew, and in 1915 the "zealously guarded seclusion" was violated. Teachers, some scientists and just curious people began to visit him. The most attentive observer of outlandish activities was the artist Petrov-Vodkin, whose two godchildren went to the Fausek kindergarten. It was he who once remarked: "These children will have their eyes wide open, and their ears, and their whole body, and their whole mind to perceive the outside world."
Director of the school S.I. Sazonov not only supported Yulia Ivanovna in every possible way, but also sought funds as much as he could to open a second group. In October 1916, with Fausek, as in a distorting mirror, the story of M. Montessori was repeated, who was helped to start research by the Italian industrialist Eduard Talamo. Fausek's initiative was noticed by the Society of Textile Manufacturers. Yulia Ivanovna was asked to draw up a plan for the creation of two "Children's Homes" at the factories.
Later, in her diary entries, Fausek recalled: “I did everything very soon, but after my report, although it was decided to open these houses, the initiators of this case hesitated for so long in assigning the required amount that five months passed, during which they me negotiations, as if afraid to part with those insignificant money that were needed for a good cause. The February revolution confused all the cards, the project was closed.
Yulia Ivanovna describes her encounter with high society even more sarcastically. Apparently, Sergei Ivanovich Sazonov, who persuaded her to give a report at the house of Count Sheremetyev, more than once regretted his perseverance.
Here is how Fausek describes the questions put to her: “One of the brilliant gentlemen suddenly asks: “And this, as you put it, Montesquere, is he old or young? - "It's not him, but she, and her name is Montessori" - "Oh, she ..." - drawled the questioner, threw up his monocle, and, circling his face with his hand in a ballet gesture, added: "... And pretty?"
Fortunately, with a small subsidy received from the Ministry of Education, it was possible to organize courses for those wishing to become more familiar with the Montessori system. There were accepted 25 students, all with higher education. Thanks to charity concerts, a collection of donations was organized for the construction of the first city orphanage according to the Montessori system. His design was developed by a professional architect based on Talamo's book New Homes for Workers. The mayor promised to secure a plot near the city for the construction of this house. Dreams were dispelled in the frosty air of the February revolution.
Time of Troubles
Hard times followed the October Revolution. It is surprising that Yulia Ivanovna, carried away by her work, does not seem to notice them. She continues to work in the "Children's Town", where she arranged not only a playground for preschoolers, but also a real school. 125 children from 1 to 14 years old come to her. The time was hard and scarce, but the children showed an unheard-of thirst for work. “It happened that some child came to class and immediately lay down in a corner and immediately fell asleep: he stood in line for bread for the whole family from 6-7 in the morning. Often it was some five-year-old boy. After sleeping, he set to work,” recalled Fausek.
Meanwhile, the new proletarian government put forward the slogan: "All the best for the children" and, above all, this concerned the premises. This slogan almost played a cruel joke on Yulia Ivanovna. She moved to the newly opened 25th Soviet School (formerly the Nikolaev Military Gymnasium), convincing its director, Ya.M. Shatunovsky, open a preschool department. For a group of 38 children, according to the memoirs of Yulia Ivanovna, she was given an excellent apartment (former inspector of the gymnasium) of four rooms. But the Commissariat of Public Education refused on the grounds that 7-8 rooms were supposed to be for such a number of children. With great difficulty, the issue was resolved. A relatively calm and almost happy life did not last long. Ya.M. Shatunovsky was removed from the directorship, and the new authorities considered the preschool department to be superfluous. Yulia Ivanovna herself was fired and ended up in the role of a “homestay” for her own daughter, who was registered as the leader of a preschool group. But worst of all, they stopped giving firewood and feeding the children. “It was hungry and cold for both the children and us,” Yulia Ivanovna writes.
In the autumn of 1919, with a group of teachers from the Pedagogical Institute of Preschool Education (PIDO), Fausek went to lecture in Luga. Whites enter the city, and the whole group is cut off from Petersburg, where they must return. The wait lasts a month and a half, after which the Reds return to the city, and most of the teachers leave with parts of Yudenich. Yulia Ivanovna, despite all the persuasion of her old friend S.I. Sazonova to stay, decides to return to St. Petersburg. What she sees there disheartens her. The children were extremely neglected both physically and mentally. " Most time we were busy putting these unfortunate children in order. I remember someone asking me: “What system do you work on: Froebel or Montessori?” And I answered that in order to remove lice, neither one nor the other system is needed, ”recalls Fausek.
The situation changes dramatically in the spring of 1920, and Yulia Ivanovna becomes an employee of the PIDO, where she transfers her group. The following year, it was transferred to one of the Petrograd districts, and in 1922 the kindergarten was on the verge of closing. Official version- Lack of laboratory work. Unofficial - lack of funds for maintenance.
Everything is becoming better?
The general context of that time is ambiguous. Against the backdrop of hunger and devastation, as it seemed then, a new pedagogy is emerging, more focused on the ideas of free education, a labor school paradigm is being formed, around which there are fierce disputes. The time of experiments and close attention to foreign experience begins.
To reform the education system, a scientific and pedagogical section of the State Academic Council of the People's Commissariat for Education of the RSFSR (NPS GUS) was formed. It was this section that was supposed to formulate the concept and develop the content of the education of the unified labor school of the RSFSR. It consisted of more than 50 people, among whom were large academic educators. In particular, P.P. Blonsky, N.K. Krupskaya, A.V. Lunacharsky, A.N. Pinkevich, S.T. Shatsky. All of them were familiar with progressive foreign experience, but were focused not on its mechanical borrowing, but on critical reflection and use.
The meaningful works of E. Yanzhul, N. Ilyin, E. Guro, I. Svadkovsky, B. Komarovsky, M. Shteingauz were devoted only to the pedagogy of the USA. From 1924 to 1930, more than 800 works appeared in which foreign pedagogical experience, compared education systems in different countries with a constant appeal to domestic problems. The possibility of using foreign educational technologies in the practice of the Soviet school.
Fausek is once again lucky, and in 1922 PIDO again takes her under his roof. Yulia Ivanovna, who at the time, as she herself ironically remarks, "was listed as a professor", has a new assistant V.V. Taubman. A young educated woman, a doctor, charms Yulia Ivanovna. They converge so much that they jointly write the book Theory and Practice of Montessori Kindergarten. (VV Taubman so convincingly defends the method in it that fragments of its section are rightfully included in this edition).
In 1923 Yu.I. Fausek begins to fuss about a business trip abroad. She rushes to Europe to see how the Montessori system develops there and hopes to meet Maria herself. It was an auspicious moment. It was in 1923 that the Preschool Department of the People's Commissariat of Education of the RSFSR made a decision to "Review the foundations of work in a preschool institution." In the center of close attention of teachers of preschool education is the system of M. Montessori as the most consistent with the requirements of reality. This circumstance helps Fausek to get permission and money (500 rubles) for the trip. Part of the money is transferred to Amsterdam, and Yulia Ivanovna sets off on a three-month journey. No one believes that she will be able to carry out her plan, and on the eve of her departure, her first skirmish with V.V. takes place. Taubman, who convinces Yulia Ivanovna of the untimeliness of her departure because of the danger threatening the kindergarten. Fausek rides towards fate. With the meager funds allocated to her, she visits Holland, Germany and Italy. Everywhere she sees wonderful preschools and schools. She especially liked the schools of Holland, which made an “irresistible impression” on Yulia Ivanovna. “I approached a beautiful two-story house, above the front doors of which there is a sign from Ivory: Montessori School. And my heart sank with joy and at the same time with envy and longing. With joy, because there are such wonderful Montessori schools in the world, with envy and longing because I will not have to see them in my homeland.
In Rome, the main meeting awaits her - with Maria Montessori, for whom the book by Yulia Ivanovna "The Montessori Method in Russia" was translated. According to eyewitnesses, Maria read the manuscript in common room and then suddenly got up and went to her office. An hour later she came out in tears. They have lunch together in a restaurant, and Montessori tells her, "I don't drink wine, but today I will drink with you to our friendship." In parting, she gives Fausek a portrait with a touching inscription.
Through thorns...
After returning to Russia, Yulia Ivanovna is waiting for a kind of cold shower. She is greeted by the dryness and coldness of the staff. In her absence, a real "palace coup" was carried out. Fausek sees that the Montessorian principles are violated in all groups, and the so-called "Soviet" pedagogy is put in the basis of the classes. She was surprised to find that “the children's notebooks were filled with slogans that were little understandable to them, and the tongues uttered words memorized like a parrot. But the most bitter thing was that the children lost their calmness and the ability to do everyday work. The most surprising and bitter thing for Yulia Ivanovna is that V.V. is behind all this. Taubman, who so convincingly defended the principles of Montessori and sacrificed them so unscrupulously.
The confrontation between humanistic and Soviet pedagogy was revealed with all certainty and was personified in the faces of Fausek and Taubman. Fausek had to suffer a "historical defeat." But so far the relationship is tolerable. However, as the situation escalates, Fausek and Taubman are summoned to Moscow. Their reports are listened to and severely criticized. While they are still together, and Yulia Ivanovna will write: “After the meeting, when we were driving home, Taubman told me: “The time has come when you can build a career on Montessori’s betrayal.” I wanted to kiss her for those words. I believed her so much."
In Moscow, however, a decision is made to develop a new, Soviet one, within six months, instead of Montessori's didactic material. Yulia Ivanovna reacted with her usual humor, telling a story about children who decided to invent something new and, after long squabbles, realized that everything had already been invented. They answered her: "You are evil." But, I must add - and fair. After all, nothing better than Montessori's didactic material has yet been invented.
In the spring of 1925, the institute received an order to close the Montessori group. Fausek decides to go to Moscow to N.K. Krupskaya. She shares her plans with colleagues and reads to them her report on the significance of the Montessori method. It is recognized as insufficiently convincing in politically and instruct Taubman to write a new one. In it, as Yulia Ivanovna notes with humor, Taubman declares: "... we are educating such communists as we have not seen anywhere else." Before leaving, Fausek is provided with another killer argument, the pamphlet Marxism and Montessori. The meeting with Krupskaya took place and gave a positive result. “I don’t understand why they go too far, I don’t understand what they find wrong with Montessori. She teaches children to read and write well, makes them disciplined, ”Krupskaya answers Yulia Ivanovna’s complaints. Seeing Taubman's pamphlet Marxism and Montessori, Nadezhda Konstantinovna, patting Fausek on the shoulder, says: "Take Montessori, my dear, and leave Marx to us."
Upon her return, Yulia Ivanovna learned that an order had been received to preserve the Montessori kindergarten at the institute. At the same time, inspectors frequented the kindergarten, and a wall began to grow between Fausek and Taubman. Yulia Ivanovna is accused of "inertia, the desire to always follow the Montessori method." She is consistently deprived of the title of professor, then associate professor and left as a simple teacher, deprived of material support for a kindergarten. Indirectly, the severity of her situation can be judged from the letter of Korney Chukovsky dated February 15, 1926. He writes: “The other day I visited Yulia Ivanovna Fausek. This is a very talented teacher, in love with his work, the author of many books about Montessori. Since she is now getting no support from anywhere, she sold the piano (her last possession) to pay the lower employees. And employees - also enthusiasts - are ready to work for free!
Finally, in 1926, the leadership of the kindergarten was transferred to V.V. Taubman, accusing Fausek of insufficient research activities. Yulia Ivanovna plunges into work with children, but they don’t let her work, in fact they poison her. The accusations already concern not only Yulia Ivanovna's political inexperience, but also her misunderstanding of the relationship between individual and collectivist education. Through him, Soviet pedagogy seeks to form a citizen who subordinates his interests to the state.
It was in 1926 at a meeting of the preschool pedagogical section of the State Academic Council (NPS GUS) that the inconsistency of the M. Montessori system with the basic requirements of Soviet preschool education was generally recognized. Along with this, a decision was made on the possibility of working in preschool institutions according to this system, provided that "Party Montessori" . This meant that they should not only know the basics of Montessori pedagogy, but also be politically savvy.
More and more space is given labor education, polytechnics, collective games, public duties. Fausek does not seem to notice this, and at the conference "On polytechnics in kindergarten" she declares that she does not understand, and suggests that the majority of those present do not know "what polytechnics means for preschoolers." She desperately goes against the current, bringing her inevitable death closer.
More and more clearly in preschool education there is a trend based on the Marxist-Leninist ideology. New forms of work are consolidated in kindergartens, reporting and election meetings appear, the concept of socialist construction and shock work is introduced, and a “link between urban and rural kindergartens” is organized. Ideologically sustained games appear (“Peasant-collective farmers and individual peasants”, etc.), traditional young dolls are replaced by puppet tractor drivers and pioneers, and all holidays get a “red tint”, children learn revolutionary songs.
However, fatal changes are taking place in the People's Commissariat for Education. In 1929, A.V. was removed from his post as People's Commissar of Education. Lunacharsky, the influence of N.K. Krupskaya, and by the autumn of 1929 the systematic activity of the NPS GUS ceased. In education, the class approach, militant atheism, the priority of the public over the individual are finally and irrevocably affirmed. The most important thing is that any discussions stop. Fausek feels it first hand in the spring of 1930. In order to stimulate the creation of Soviet didactic material, Taubman decides to remove Montessori material from the groups and remove the sign with her name.
Yulia Ivanovna is forced to leave and practically become unemployed. Recalling that time, Fausek writes: “I had to earn money with anything. I knitted hats, sewed and sewn in linen, made didactic material for kindergartens and the first grade of the school.” But she doesn't give up. He writes to the table, and at the end of the thirties he returns to teaching and publishes his last book, Self-study of students in grades I-IV of the school. In it, she almost does not refer to Montessori, but this work is permeated with the ideas of the Italian teacher, which Fausek absorbed so deeply.
