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A worthy example of life and creativity

You experience a mixed feeling of timidity, curiosity and reverence as you leaf through the pages filled out more than half a century ago in neat, intelligent handwriting. It was as if a freshly living thought, pulsing under the pen, froze, froze from the light that fell on it. Oddly enough, the ink on the unusual format of lined sheets did not fade. But even more surprising is that the author's reflections and conclusions have not lost their sharpness and freshness. Their theme excites us today no less than when they lay down on paper in even rows of lines.

This is the theme of the so-called difficult children. Nervous, lagging behind ... themselves, that is, from their age. "Defective" children.

The last expression was introduced into scientific vocabulary at the beginning of the century by the author of this work, Vsevolod Petrovich Kashchenko. Then he preferred to write and speak: exceptional children, emphasizing that doctors and teachers deal with anomalies caused not only by organic defects, but also by deviations from the initially normal psycho-somatic constitution caused by in the wrong way life, adverse social conditions. In addition, irregularities in behavior, in relations with the environment, in the perception social information can also be associated with the redundancy of the manifestation of one or another feature of the organism or side of the personality.

Finally, one more aspect is purely humanistic. The shortcomings that a child neuro- or psychopathologist has to deal with, as a rule, do not mean the social inferiority of the future adult. The initial setting of the doctor and teacher, V.P. Kashchenko, should be focused on the potential socio-psychological usefulness of the personality being formed. The measure of medical and pedagogical efforts depends on the degree of deviation from the norm. Therefore, we should not talk about the defectiveness of the child, but about the exclusivity of the situation, bearing in mind that any child with pathological traits in character and behavior should be made a worthy member of society and not injure his mind with a deliberate stamp, protected from the false prejudice of the people around him.

Kashchenko warned against extremes: one thing is a hopeless condition from a medical point of view, a serious mental disorder, this is in the competence of medical specialists, and the other is exceptional children who need curative pedagogy.

He emphasized that such children fall out of the average mass, being of particular interest to researchers, that the tasks of working with them, proving to be identical to the tasks normal school, require special approaches to the child, "exceptional activities in the field of education and training". Back in the 1920s, he declared in full voice that the correction of personality defects in the process of its formation is a problem of great social significance and must be solved in the context of public policy. This call has not lost its significance to this day.

Having considerable achievements in the field of defectology, at the origins of which, in its modern sense, stood Vsevolod Petrovich, we missed in last years many opportunities associated with the use of these achievements in everyday teaching practice. The general press now rightly points out that our entire pedagogy is designed for some “average” person, all its recipes are impersonal, standard and sexless and do not take into account the likely whims complex process the formation of personality.

And is it not for this reason that Michael Rutter's book "Help for Difficult Children" (M.: Progress, 1987) instantly disappeared from our shelves and became a bibliographic rarity, having barely seen the light of day translated from English? It summarizes interesting experience interdisciplinary laboratory for the study of anomalies mental development. However, while appreciating foreign experience, it would be appropriate to recall what has been accumulated in domestic science and practice, and first of all, to name a remarkable scientist and public figure, whose last work, which remained unknown due to circumstances beyond the control of the author, but carefully preserved by his daughter Anna Vsevolodovna Kashchenko, we present to the attention of readers.

Vsevolod Petrovich was born on March 21, 1870 in the city of Yeysk Kuban province in a large family of military doctor Pyotr Fedorovich Kashchenko. When he was 4 years old, his father died, leaving seven children in his wife's arms. The mother did her best to give them an education on a modest pension after her husband. The eldest son Pyotr Kashchenko, the future famous psychiatrist, began to provide great help to her in this, barely reaching adulthood.

After graduating from the Stavropol gymnasium, Vsevolod Petrovich entered the medical faculty of Moscow University. However, for participation in the student revolutionary movement, he was soon arrested, expelled from the educational institution and expelled from Moscow. A year later, he managed to enter Kyiv University, where, while studying, Vsevolod Petrovich again found himself in the thick of the socio-political life of the students. In 1897, having received a medical diploma, and with it the opportunity scientific career, he prefers to become a zemstvo doctor in order to be closer to the people, to participate in their worldly affairs, to provide him with all possible assistance. However, Kashchenko's name appears in a circular sent throughout Russia by the Ministry of Internal Affairs, prohibiting admission to state and public service politically unreliable. “... Until 1903, the governors did not approve me as a full-time doctor,” Vsevolod Petrovich recalled, “and I had to move from county to county, from province to province as a temporary doctor. As soon as I got a full-time doctor in the Novotorzhsky district of the Tver province, I again, by the well-known order of the Minister of Internal Affairs Plehve, lose the right to work in the Zemstvo ... ".

In 1904, Kashchenko became the chief physician of the hospital in Rogachev, Dmitrovsky district, Moscow province. He conducts cultural and educational activities among service workers, which incurs hostility from the local merchants. As a result, one frosty winter night, he had to, along with all his medical staff, flee to Moscow and again interrupted by odd jobs.

The revolution of 1905 drew Kashchenko into its stream. During the December armed uprising, he headed the Moscow Committee for Assistance to Wounded Revolutionaries. Governor-General Dubasov outlawed the committee, threatened all members of it with execution, and subjected the building of the administration of the Moscow provincial zemstvo, in which the committee was located (corner of Vorotnikovsky Lane and Sadovaya Street) to artillery fire.

After the defeat of the revolution, Vsevolod Petrovich, deprived of the right to serve anywhere, decided to create a medical and pedagogical institution for handicapped, nervous and difficult children. On this occasion, he consults with Grigory Ivanovich Rossolimo, Privatdozent of Moscow University, a doctor who by that time had gained fame as a specialist in clinical neuropathology and psychiatry.

Kashchenko undertook a thorough mastering of child psychology and psychopathology under the guidance of A.N. Bershtein, a talented student of the famous professor of psychiatry S.S. Korsakov; studied in his circle at the Moscow Pedagogical Assembly. He acquired his first practical skills in the field of pediatric pathology in the experimental psychological laboratory of Rossolimo. To study the individual characteristics of a child, Grigory Ivanovich developed a methodology based on the so-called psychological profiles. Subsequently, Kashchenko, based on the position of the leading role social environment in the course of the mental development of the child, created social profiles.

In 1907, in St. Petersburg, Kashchenko got acquainted with the research and pedagogical work of professors A.N. Nechaev and A.F. Lazursky. Vsevolod Petrovich developed a particularly close relationship with Professor Adrian Sergeevich Griboyedov, who ran a well-organized neuropathological clinic in St. Petersburg.

Having thoroughly studied child psychology, psychopathology and curative pedagogy, as they were then presented in Russia, he went abroad in 1908 to get acquainted with the best specialists and their institutions on issues of interest to him. Traveled to Germany, Switzerland, Italy and Belgium. This trip took him six months.

Upon his return, Kashchenko immediately set about implementing his idea. He found in a cozy green corner of Moscow a suitable wooden two-story house, rented it and proceeded to form a medical and educational team according to the planned plan, informing about the conditions for admission to the sanatorium-school for handicapped children. Thus, an original children's institution arose, combining pedagogical, medical and research goals. In terms of its tasks and formulation of the case, it was new not only for Russia, but in general in the world.

The experience of teaching children with disorders of the central nervous system and developmental delay was still quite modest both in our country and abroad. In the main, the matter boiled down to individual attempts to create special auxiliary classes and auxiliary schools for the mentally retarded, to scattered efforts to ensure the care and education of abnormal children. The tsarist government was indifferent to such initiatives.

With an excited report on the upbringing and education of handicapped children, Vsevolod Petrovich spoke at a meeting held in 1909. Year III congress of domestic psychiatrists. He connected his topic with the social problems of current life, drew everyone's attention to the need to unite the efforts of doctors and teachers, appealing to the audience: “... A highly honorable task falls to the lot of doctors - to indicate a wide public and national importance the issue of handicapped children and promote the idea of ​​the need and timeliness of the organization by the state and public forces of schools and medical and pedagogical institutions for mentally retarded and other types of handicapped children”.

No less energetic was his statement at the 12th Congress of Naturalists and Doctors (1910): to unite the efforts of medicine, pedagogy and the general public to help handicapped children; with the same appeal he addressed at other representative meetings, developed this idea in newspaper articles.

In the sanatorium-school, Kashchenko saw a springboard for the direct deepening and expansion of the front of the offensive in the direction indicated by him.

In his propaganda and practical work, Kashchenko placed special emphasis on the methodological side of the educational process, emphasizing that it is not the child who should adapt to the system of education and the training program, but the latter should be adapted to him. Hence the requirement that the school, wherever conditions exist, take into account the individual characteristics of each individual child. Otherwise, the school runs the risk of overworking its pet, making unbearable demands on it, leaving certain abilities and inclinations of the child unused or underdeveloped, and provokes the emergence, rooting and development of individual aspects that are completely undesirable. In this regard, it became necessary to study the child, as far as possible, in the fullness of his features and traits.

This study was based on the achievements modern sciences, mainly psychology and physiology, bearing in mind that, no matter how significant the individual elements complex manifestations individual, each of them is a manifestation of personality, that is, it is of a qualitative nature and cannot be reduced to a simple arithmetic sum of analytically distinguished terms.

A great responsibility in such a joint study rests with both the doctor and the teacher; the accuracy of the diagnosis, the accuracy of the choice of the necessary means and measures, and the clarity in the presentation of the predicted future depend on their combined conclusion.

Vsevolod Petrovich perfectly combined the incarnations of both professions. High qualification, consciously and continuously strengthened by his appeal to everything advanced and progressive that was available at that time in medicine and pedagogy, fed his intuition. The neuropathologist Philadelph Dmitrievich Zabugin, who visited him in 1911, recalled many years later: “Always lively, cheerful, he had the intuition to understand those defects of the growing organism that the defectologist had to process ... Whole line of our neuropathologists, psychiatrists, has great skill in the sense of making a diagnosis, and Vsevolod Petrovich, in addition, was able to quickly, within a few hours, characterize a defect in a child that needs to be corrected, draw that program, indicate those methods that would be gradually applied over a long period of time. time. I observed not only this feature. I also observed the creativity that was associated with the revelation of this gift of nature. If any of you remember the artist's work, then the same can be attributed to Vsevolod Petrovich. His entire emotional sphere was affected. He was worried, he was worried. And if anyone witnessed his entrance to the department, his diagnosis, his interesting and lengthy consultations, he will never forget this ... A defectologist needs to develop intuition, which is so often lacking. It and creative thought - these are the features with the help of which it is found The right way and the right way to correct defective childhood".

The light of positive emotions permeated the atmosphere of the life of the Kashchenko sanatorium-school. His colleagues said that Vsevolod Petrovich invariably insisted that one should always remember the child's need for joy, which means that his entire stay at school should be made interesting, attractive, evoking lofty feelings. With all this, he warned against separation from life - the upbringing of a child should be labor.

After all, the awakening of independence, activity, and the ability to take initiative is possible only with the acquisition of the skills of a specific practical activities. Therefore, the "method of manual work" was considered as the main teaching and educational technique. Children were constantly doing something, researching something, weighing, measuring, taking apart, sketching, making drawings, graphs, collecting collections, using instruments, making models. By coming into contact with various aspects of what they were studying, they got the opportunity to experience the subject more fully and closer, they developed their own attitude towards it, developed and deepened interest, awakened the need for initiative action, for independence.

In the field of mental education, Kashchenko set the task not so much to give children this or that information, but to make them accustomed to knowledge, to increase general level their intellectual development. The question of how the pupil knows, or rather, how he worked through this or that material, is incomparably more important than the questions of how much he knows and what exactly. All the knowledge that is needed in life, no school will ever be able to give. the sanatorium-school was different. Teaching staff took care to create for children such an environment in which their mental powers would freely and fully develop, and they would gradually learn to use their abilities, knowledge, skills, satisfying their inherent inquisitiveness, exercising their personal initiative, finding new areas for application their creative powers.

Everyone who attended the sanatorium-school was impressed by the deeply and comprehensively thought-out organization of the case in the sanatorium-school, the research creative spirit that permeated all the work, but even more - the remarkable ability of Vsevolod Petrovich to encourage his employees to purposeful pedagogical creativity. The specificity of the school contingent required the originality of educational measures, extreme flexibility, ingenuity, invention, and the action of a high general and pedagogical culture.

General educational work assumed, first of all, the manifestation of activity in it of the children themselves. Not by the logical method, not by the passive study of science, but personal experience The student worked through and realized the material at his disposal, which was overcome by the child himself through the application of personal strength.

individual items training course here they did not stand in isolation from each other - between them was supported close connection in order to systematically combine educational material in the minds of pupils, as well as to further expand and disseminate their interest in a separate school subject to other items. So, in history lessons, mathematical calculations were made in connection with chronological dates, and mathematics borrowed visual material for its exercises and tasks from history, geography or natural history. Topics of dictations, presentations and essays, as well as exercises in oral speech borrowed from the most entertaining areas of knowledge for children. In all lessons, their connection with the surrounding life was emphasized. Teachers helped students to find and comprehend parallels and oppositions themselves.

A significant place in the life of the school-sanatorium was given to moral and spiritual education, the formation of not only an active will, but also a developed moral consciousness. The employees of the sanatorium-school sought to involve the children themselves, their best "I" in the creation of themselves, their personality, in their own conscious struggle with their flawed traits and negative sides, in the development and hardening of their character.

An important feature of the sanatorium-school was the family character of the situation. Such was common spirit upbringing, a significant tone to which was set by the wife of Vsevolod Petrovich Anna Vladimirovna, who had a medical assistant's education, a person of broad culture, acquired by continuous self-education, participation in all creative affairs and plans of her husband. With her kind-heartedness and softness of mind, with an unusually developed sense of motherhood, she was literally the soul of the whole team. The healing effect of her influence on others was as great as the intellectual impact on them of Kashchenko himself. Is it not for this reason that in the sanatorium-school, never in the entire history of its existence, those sharp, severe external manifestations of defectiveness that occurred in the same children at home were observed?

As an important educational and psychotherapeutic factor, the daily routine was considered here - even, really sanatorium. Everything had a fixed time and place. The schedule was strictly adhered to. Hours of classes, rest, entertainment strictly obeyed the hygienic schedule, its rhythm was not disturbed. But there was not a shadow of barracks here - within the framework of the structure of the regime, based on the interests of children, there could be different kind private deviations.

As is known, the unconditional, categorical nature of the requirements for everyone contains a disciplinary force, but the general order should not have only outwardly coercive force for the pupils, and in the sanatorium-school they tried to make any requirements understandable and natural for everyone.

In fact, without the internal consent of those who obey, only an apparent order would result - only voluntary obedience leads to self-discipline, to the development of a stable character, moral consciousness. Obedience to order brings up the necessary skills, habits to do this and not otherwise. But this obedience is spiritualized by the child's own consciousness, and here one must look for the first, most important basics moral education.

The teaching staff led by Kashchenko used every opportunity to trust the child, to instill in his mind confidence not only in his abilities, but also in his moral strength. For this purpose, a whole program assignments that develop a sense of responsibility. Much attention was paid to the development and strengthening of the will, perseverance, the ability not to succumb to difficulties, to resist adverse external circumstances. This was served by the whole working environment of the sanatorium-school, classes in workshops, amateur performance, household self-organization with the message to each of certain habits. Once a week, letters were written to relatives and friends, from whom the child, in his interests, was isolated on long time. A written conversation is always not only beneficial for development, a culture of thinking, but also useful in view of the awakening of deeply hidden attachments, the development of the need to express feelings in a word, and with it the education of the heart.

Sanatorium-school Kashchenko quickly gained fame. Children who spent the necessary time here at an age when the foundations of the moral constitution of the individual are being laid, returned to their former environment - family and school - sufficiently strengthened, having acquired the necessary stability of behavior.

The fact that the sanatorium-school was a private semi-medical institution, accessible only to children of wealthy parents, cannot in any way cast a shadow on it to this day (although in the late 1920s mention of this was the subject of unworthy speculation). AT troubled years reaction after the defeat of the first Russian revolution, excommunicated from the possibility of official medical service, Vsevolod Petrovich organized a business that was almost independent of the bureaucratic regime and not under pressure from the educational department, thereby having full scope for his creative initiative. The commercial side of the enterprise was unprofitable, but quite sufficient to maintain the staff and cover the necessary expenses. The main thing was that Kashchenko laid the first stones in the foundation of scientific defectology.

Kashchenko launched wide-ranging propaganda in the country scientific foundations upbringing and education of "exceptional children". In 1909, he took part in meetings of doctors and teachers in the Moscow city government on the organization of auxiliary classes at schools, participated in the selection of children for the first Smolensk auxiliary school. At a psychiatric congress in St. Petersburg, Kashchenko made a presentation "Medical and pedagogical care for mentally retarded children." Publicly objecting to the mixing of pedagogically neglected children with the mentally retarded, he emphasized that in the definition mental retardation the main role should belong to the doctor with the indispensable participation of the teacher. In the same 1909, Vsevolod Petrovich made a major report at the XII Congress of Naturalists and Physicians "On the organization of medical and pedagogical institutions for mentally retarded and morally retarded children." Based on this report, a resolution was adopted on the expediency of creating special institutions in the country for all categories of abnormal children.

In 1910, Kashchenko's report at the III Congress of Russian Psychiatrists attracted public attention outside the professional circle of specialists. In 1911, at the All-Russian Congress for the Education of the Deaf and Dumb, he presented "Methods for the study and education of handicapped children." At the 1st Congress on Experimental Pedagogy, he made reports: “Determination of the degree of mental insufficiency according to the method of Binet and Simon” and “Highly gifted children and their education”.

His performances were continued success in the department for the study and education of abnormal children at the Moscow Pedagogical Circle. He took an active part in the activities of child psychology and neurology, here, according to his aforementioned report, in 1911 a resolution was adopted: a) to petition the members of the State Duma for a rational organization of the upbringing and education of handicapped children; b) to convene an All-Russian Congress of Figures for the Education and Upbringing of Handicapped Children in Special Medical and Educational Institutions.

In order to popularize the experience of the sanatorium-school, Kashchenko published collections of articles by his employees.

He was not alone - attempts were made in the country to organize so-called auxiliary schools and classes, more and more teachers and doctors turned to the problem of defectiveness ("children's exclusivity"), many specialists made it the subject of their research. In 1913, at the First All-Russian Congress on public education Petersburg adopted a special resolution on auxiliary schools for mentally retarded children. In her final words, in particular, it was emphasized that a full solution to this problem is possible only with a change in the general conditions of Russian life in the sense of increasing public initiative, emancipating the individual and broad democracy.

After the February Revolution, it seemed that "spring breathed". Kashchenko tried to draw the attention of the Provisional Government to the fate of exceptional children. In August 1917, at a meeting at the Ministry of State Charity, he made a report "On the mentally handicapped pupils of secondary educational institutions." Based on the report, a resolution was adopted on the expediency of creating a network of special schools and on promoting the fight against child mortality. Alas, this voice of despair could seem like a "mosquito squeak" against the backdrop of the then thunderous political peals. The resolution aroused no interest on the part of the authorities of that time.

“Wide opportunities for research and social pedagogical work were opened up for me by the October Revolution, which I welcomed by starting one of the first work in the People’s Commissariat of Education and in 1918 transferring to it, on my own initiative, the sanatorium-school led by me”, - wrote V.P. Kashchenko. It should be noted that at the same time his brother was actively involved in the construction of a new life. Petr Petrovich Kashchenko, who headed the psychiatric section of the People's Commissariat of Health. This conscious creative attitude positively characterizes the brothers.

The sanatorium-school was turned into a state institution. Based on it, in 1918, the House for the Study of the Child was organized. On the basis of the medical and pedagogical consultation, a pedagogical clinic developed, the analogues of which had not been known before in practice. Immediately, in 1919, the Museum of Children's Defectology (later called the Museum of Pedology and Pedagogy of Exceptional Childhood) appeared, the likes of which also did not exist in any country. It had three main departments: the study of the child, curative (corrective) pedagogy and child labor and creativity.

Ideas V.P. Kashchenko about a single network of special schools for abnormal children began to be implemented. By a decree of the Council of People's Commissars of June 5, 1918, schools of this kind were included in the system of public education as government agencies. Further organizational changes in the network of special children's institutions were aimed at delimiting functions between the three commissariats: Narkompros, Narkomzdrav and Narkomsobes. It was determined by a decree of the Council People's Commissars dated December 10, 1919. The handicapped-charity approach was consistently eliminated in building the education and upbringing of handicapped children.

The beginning of 1920 was marked by preparations for the 1st All-Russian Congress of Figures to Combat Child Handicap. V.P. was appointed chairman of the organizing committee. Kashchenko. A great burden fell on his shoulders. In addition to working out the congress program, he had to hold many meetings and consultations with representatives of Soviet departments, scientific and pedagogical institutions, with prominent experts, and provide advocacy and information training.

The congress was held in Moscow from June 24 to July 2, 1920. It was hosted by Anna Ilyinichna Ulyanova-Elizarova.

There was a civil war, the economy was ruined, famine and epidemics raged everywhere, child homelessness became a real social disaster. The statistics of exceptional children grew alarmingly. In order to successfully solve the issues of raising and educating children with various disabilities in physical and mental development, it was necessary to unite the efforts of public education authorities, teachers of special schools and members of the public. Addressing the participants of the congress, People's Commissar of Education A.V. Lunacharsky said that “in the fight against defectiveness, a close connection is needed between all elements of Russian society and the state”.

Vsevolod Petrovich spoke about the causes of children's handicap, about the delimitation of the functions of the People's Commissariat of Education, the People's Commissariat for Health and the People's Commissariat of Justice in the fight against children's handicap, care for graduates of special schools, defectological education, and, finally, preschool education and education of children with physical and mental disabilities.

At the plenary sessions and sections, the prospects for accounting for abnormal children, ways and means of preventing childhood disabilities, the problems of a differentiated approach to the organization of relevant institutions, the implementation of universal education for deaf and dumb, blind and mentally retarded children were discussed, especially preschool age. The final document of the congress substantiated the system and types of special institutions, determined the general pedagogical principles of the educational process in them, and stated the need state training defectologists.

In connection with the latter, we note that back in 1918, Vsevolod Petrovich took the initiative by organizing six-month courses for the training of defectologists on the basis of his former sanatorium-school, and now the House for the Study of the Child. Since 1919, these courses have become annual. However, such measures could not be sufficient in the context of the rapid development of extensive defectological activities in the country. And so, on behalf of the People's Commissariat of Education, Kashchenko created a special higher educational institution - the Pedagogical Institute of Child Handicap - and became the first rector and professor of this institute. He stayed in this post until 1924, inclusive, until the university entered as a defectological department. Faculty of Education to II Moscow State University; in 1930, the department was transformed into an independent faculty of the Moscow Pedagogical Institute named after A.S. Bubnov (now the Moscow Pedagogical State University) - here Vsevolod Petrovich until 1931 headed the department of curative pedagogy.

Simultaneously with this university, the Pedagogical Institute of the Normal and Handicapped Child arose, organized in Petrograd by Professor A.S. Griboyedov. Both educational institutions laid the foundation for the higher education of defectologists.

The institute, headed by Kashchenko, had the following departments: intellectual handicap, work with difficult-to-educate children, deaf pedagogy, typhlopedagogy, and social and legal protection of the child.

A fundamental feature of the formation of the Soviet higher school, in addition to a qualitatively new composition of the contingent of its students, was the transition to new methodological foundations of teaching subjects. Vsevolod Petrovich spoke about this to his colleagues, emphasizing that the period they are experiencing in the field of psychology, pedagogy, defectology, the science of the child in general can be called the period of a general revision of everything hitherto created from the point of view of objective psychology as a science of behavior, built on a general philosophical basis. The issues of studying and educating a child, especially when it comes to exceptional, abnormal children, require from doctors and teachers not just an enormous effort of human strength, but, mainly, actions that are adequate to the nature of the very object of study and education. And the nature of man is social, and the biological in him manifests itself in a transformed form, it is, as it were, “removed” (in the Hegelian sense of the word) by a purely human, that is, social. To the extent that this social is developed in the child, not deformed by physical defects, physiological or psychological insufficiency, not distorted by unfavorable external circumstances, we judge him as a person. The extent to which the leap from the biological to the social is realized in the child is the extent to which the result of purposeful pedagogical influences appears before us. In the implementation of such a leap across the entire spectrum of personality characteristics in its formation, and consists, in fact, the content of education. A teacher-defectologist must understand the essence of various psychophysiological manifestations and their social transformation in a child. Defects and deviations bring their accents to its individual features and aspects that need to be brought to the norm (in organic unity with all other aspects and features).

The teaching staff should find out in a timely manner what is normal in children and what has deviated from the norm or is underdeveloped, what needs to be paid attention to first of all, what to deal with immediately, and with what later, what should be the measures of medical and pedagogical correction of the child. In the light of what has been said, Kashchenko also raised the issue of psychosocial hygiene in childhood.

By the way, observation of handicapped children contributes to a deeper understanding of the norm for a physically and mentally healthy child. Is this why many psychologists who have studied only normal children have been forced to turn to the study of defective children? On the contrary, those who dealt with defectiveness more than once turned to the study of the normal child.

In children's exclusivity, Kashchenko did not so much blame the biological as he saw a defective sociality, the fight against which can and should be waged on the basis of broad social measures. The road was opened for them by social transformations in the country. And if not everything in the future developed as it initially seemed ideal, then all the same, the young direction in knowledge and practice, driven by social necessity itself, consistently conquered frontiers.

It is appropriate, in addition, to note that at the turning points of history, fashionable trends and speculative speculations always arose with a opportunistic terminological game that does not enrich consciousness and does not bring it closer to the truth, but instead breeds theoretical nouveau riches, whose professional depth is inversely proportional to their enterprise. Vsevolod Petrovich tactfully pointed out this: “In questions of the study of the child and his upbringing-education, problems are put forward, the solution of which will require a huge effort of many researchers. Under such conditions, the most dangerous thing is the unnecessarily hasty reshaping of the old according to a new measure, when the oldest concepts are invested in new terminology (especially in the field of psychology) without a sufficiently critical approach, ignorance".

It is not difficult to guess that such a principled position aroused hidden hostility among representatives of departmental bodies and some scientists.

In 1921, the State Academic Council (GUS) approved Kashchenko V.P. as professor of psychoneurology and medical pedagogy.

In the same year, the House for the Study of the Child, more precisely, now the complex, which served as a medical and pedagogical, research and educational institution, was transformed in accordance with the recommendations of the First All-Russian Congress of Figures to Combat Childhood Handicap into a Medical and Pedagogical Station headed by its creator. It would be possible to call it the head institution, if it were not the only central and experimental-demonstrative in the Glavsotsvos system. Experts of various levels came here from all over the country and from abroad, concerned with the study and elimination of the causes of childhood handicap. Here, one can say, there was also a practical training ground for higher defectological education, made available to future specialists.

The popularity of the Medico-Pedagogical Station grew. This was facilitated by the personal charm of Vsevolod Petrovich. In a letter to Anna Vsevolodovna, the daughter of a scientist and teacher, his former employee wrote: “Everything in him was harmonious: both a beautiful appearance and deeds worthy of a true intellectual. He was a very collected person, his working day was always precisely regulated ... Around Vsevolod Petrovich, some unusually clean, childish mood always reigned ”.

At the end of 1923 People's Commissariat Education of the RSFSR sent Kashchenko abroad to get acquainted there with practical and theoretical achievements in the fight against childhood handicap, neglect and delinquency.

The world and civil wars disrupted the scientific ties of our country with foreign countries. Kashchenko's trip to Germany contributed to the restoration of this kind of relationship. In addition to familiarizing himself for five months with the activities of defectological, neuropsychiatric and medical-pedagogical institutions, he also studied the achievements of logotherapy in children and adults. Personal contacts with prominent specialists further contributed to the systematic exchange of experience. He was elected an honorary member of the German Defectological Society. This was followed by the election of members of the scientific societies of France and Belgium.

And in the spring of 1924, the first graduation of defectologists from the Pedagogical Institute of Children's Handicap took place. In parting words to his pupils, Vsevolod Petrovich emphasized their special vocation - to combine teachers and doctors. And the further prospect of the development of the business founded by him on a national scale required a combination, coordination of the efforts of the general education school and medicine. “An exceptional, backward, educationally difficult child must not only be cured, but also re-educated in order to become not only a biologically normal, but also a socially useful member of society ... the main role here belongs not to a doctor, but to a teacher who has received a solid defectological training ".

The Pedagogical Institute of Child Handicap was just such a higher educational institution, which began to train practitioners with sufficient theoretical background to understand both the sociopathic and biopathic factors of child exclusivity, and at the same time possess the skills educational work with handicapped children and methods of social and legal protection of childhood.

Meanwhile, the Medical and Pedagogical Station of the People's Commissariat for Education of the RSFSR was gaining strength, expanding its membership, and moving forward more confidently. What was timidly stated in the initial experience of the sanatorium-school sounded here in full voice. This was facilitated by the intellectual upsurge in society, despite the growing internal political struggle. Thus, the principle of collectivism, which was cultivated everywhere in the country, decisively invaded pedagogical environment. But for Kashchenko, this was not something new, running counter to his methodological assumptions. Back in 1914, he, together with his employee S.N. Kryukov wrote: “We develop comradely feelings, mutual assistance through various trifles of everyday life. We try, if possible, to narrow the circle of personal property within the walls of the sanatorium-school, so that it would be easier to fight egoistic feelings there..

On the training sessions, in games and everyday life, everything was built so that the individual was brought up socially homogeneous environment comrades (children had no idea about property status parents of members of their team), and such education, Vsevolod Petrovich considered, is stronger and more successful than the numerous tricks of teachers.

Of course, this experience should not be absolutized - it should be looked at in the context of the then historical conditions, the entire ideological atmosphere and political relations. Current life leaves its mark on everyday actions, and most importantly, on thinking. We live with the thoughts of the era. She, figuratively speaking, imposes herself on us. Life is changing, being filled with new, deeper and more versatile content - the content of human judgments, ideas, concepts becomes richer. And we judge the possibilities of educating the younger generation in labor and in a team differently today than many decades ago, being enriched by the practical pedagogical experience accumulated during this time, the theoretical achievements of the sciences of the child. But it would be in the highest degree vulgarly, from the height of the current level of theory and practice, arrogantly speak of the successes of the pioneers of the science of child exclusivity, headed by Vsevolod Petrovich in the 10-20s, overcoming not only difficulties unusual item their activities, but also various kinds of contradictory circumstances, material and domestic difficulties.

The fact that in his school one of the leading commandments was and is the upbringing and development of collectivism in children, V.P. Kashchenko also recalls in the preface to collection of articles in 1922. And four years later, he again emphasizes that the question of the development and study of collectivism among handicapped children "always of great interest". Georgy Vasilyevich Murashev, an employee of Vsevolod Petrovich, speaks in the collection “Problems of studying and raising a child”, edited by Kashchenko, where he talks about the program method for studying the life of a children's team, about a special map for recording the behavior of a children's team.

“... It is hardly possible,” he wrote, “to talk about the upbringing of a child without having in mind the upbringing of the children's team, one of the ways to educate the individual is the upbringing of the team to which the individual belongs”. The influence of the environment on the formation of a developing personality is enormous - this is Kashchenko's fundamental thesis, in accordance with which he builds a system of pedagogical influence on the child.

The medical and pedagogical station did not close in narrow circle issues of defectology and medical practice, it also posed burning problems, on which the mass school also worked. Several times a year, meetings were held with the parents of the pupils - they were of a consultative and general educational nature. Employees promoted the beginnings of pedagogy and psychosocial hygiene among the working people of Moscow.

The flow of visitors, including those from abroad, who wanted to get directly acquainted with the activities of the medical and pedagogical station, increased.

It was the beginning of autumn 1926. A new academic semester has begun. And suddenly, like snow on his head, a stunning news fell: Kashchenko was relieved of his post by a departmental decision and a new director of the Medical and Pedagogical Station was appointed.

In the conditions of that time, motivations in such cases were sometimes not required. No accusations or critical arguments were made against Vsevolod Petrovich. Rumors spread, all sorts of conjectures, hints ... A new head of the Medical and Pedagogical Station came - a rather young man, rather self-confident and arrogant.

One of his first decisive actions was the destruction of the Museum of Exceptional Childhood, which had become popular in the country - all exhibits, stands, models, photographs, documents (“an amazing museum collection, interesting exhibits,” as Professor A.S. Griboyedov spoke about everything) were rudely thrown away to the garbage dump. In particular, a unique collection of portraits of all the famous defectologists of the world, past and present, personally collected by Vsevolod Petrovich, perished. It will never be possible to restore it.

Vsevolod Petrovich reacted with restraint to what had happened. Even in the circle of loved ones, he hid pain and bitterness deep in himself. He continued to participate in various kinds of commissions, lecture, advise; from 1926 to 1932, he worked at the Moscow Regional House of Education Workers as chairman of the section for the study and education of exceptional children; supervised the development by teachers of Moscow and the Moscow region of scientific and methodological issues of medical pedagogy; took part in mass events of the Moscow Regional House of Education Workers.

In the period from 1928 to 1932, together with N.A. Semashko and Professor Kannabikh Kashchenko conducted a mass lecture campaign on the topic “Nervous children. An only child”, spoke in workers' clubs, on the radio.

In 1928, the journal Issues of Defectology began to be published, and V.P. Kashchenko was included in the editorial board. Only 18 issues were published (in 1931 the journal ceased to exist), but the publication played a big role in the preparation of universal compulsory education for abnormal children, as well as in the development of a system for educating and educating children with hearing, vision, speech and intelligence deficiencies in our country. ; Many practicing teachers have published on the pages of the magazine. Most of those articles retain their scientific value and relevance to this day.

Since 1928, he worked as a consultant professor at the polyclinic of the Commission for Assistance to Scientists (CSU) under the Council of People's Commissars of the USSR in the department of child psychoneurology and defectology and in the department of logotherapy (speech therapy). At the same time he was a professor-consultant of the polyclinic of the 2nd State medical institute in the same specialties (twice - in 1933 and 1936 - he was awarded here as a drummer).

In 1932, he was elected chairman of the section of scientists of the polyclinic of the KSU under the Council of People's Commissars of the USSR.

Saved signed certificate Maria Fedorovna Andreeva that since 1933 V.P. Kashchenko was active at the Moscow House of Scientists community service, participating in a circle for working with children, as well as in the Consultation on Psychoneurotic, Difficult and Mentally Defective Childhood.

During this period, Vsevolod Petrovich wrote his last book on correcting the shortcomings of the character of children and adolescents, which, fortunately, comes to us as a testament to an outstanding doctor and teacher, a humanist educator, a wonderful citizen, a man of the new time, who embodied his best features. .

In February 1938, the Higher certifying commission The All-Union Committee for Higher Education under the Council of People's Commissars of the USSR was approved by V.P. Kashchenko in the degree of candidate of pedagogical sciences without defending a dissertation. Modest, frankly, assessment scientific merit pioneer of Soviet defectology, one of the founders of the Soviet school of defectology.

In 1936, the thirty-second volume of the Great Soviet Encyclopedia was published in the OGIZ of the RSFSR. Surprisingly, it ignored Pyotr Petrovich Kashchenko, an outstanding domestic psychiatrist who played a significant role in the development of Soviet health care. However, in this volume we find a brief but specially article dedicated to his brother- a noteworthy fact, given that Vsevolod Petrovich was at that time, if not in a clearly disgraced position, then deliberately pushed to the periphery of science. This means that even then it was impossible to disregard his merits, his objective significance in our culture. However, the hard-to-control hostility of people who occupied key positions in the scientific and pedagogical field to which he gave his life shines through in the lines of the canonical edition. Yes, in 1908 he created a sanatorium-school for handicapped children in Moscow, but why is it further said that it only “served as a base for the work of a number of defectologists”? Firstly, he himself, as a scientist, headed the teachers-defectologists, and secondly, it was the initial basis for the formation of state-organized defectology as an independent pedagogical and psychological direction in the scientific and university life of our society. Sanatorium-school V.P. Kashchenko was the prototype of the institution of man (of course, within the framework of his historical capabilities, to the extent of the development of the productive forces and spiritual production of his time, the degree of development social relations and available theoretical resources). However, we read further: “The book Defective Children and School, published in 1912 under the editorship and with the participation of K., was one of the first Russian textbooks on defectology” (emphasized by me. - L.G.). A significant amendment is needed here: not "one of", but the first Russian textbook, which laid a truly scientific foundation for such literature in our country. And, finally, the thesis, which is completely unacceptable for a reference manual of general cultural and socio-political importance: “The influence of various (what exactly? - L.G.) idealistic theories strongly affected the works of K.: K. mistakenly saw the roots of defectiveness in hereditary or "innate" properties of the child. On the contrary, on his works, especially the last ones, there was a distinct stamp of a scientific-materialistic understanding of the essence of personality. One might think that the anonymous author of the article was simply not familiar with the works of Kashchenko and used borrowed opinions, if one does not assume deliberate bias and deliberate distortion of the truth.

As for the methodological views of Kashchenko, without exaggerating and even less absolutizing their philosophical level, but considering them in the context of the prevailing theoretical consciousness of his time, let us turn to the work “Problems of studying and educating a child” published in 1926 under his editorship. Already in the preface he writes: “The question of social conditions development of the child is, without a doubt, the most essential issue...” (p. 5, underlined by himself). Behind his signature is Chapter 4, titled "Social Profile," which he begins by saying: "The influence of the social environment on the formation of the personality of the developing child is enormous. Often it is of decisive importance” (p. 47). As for the influence of heredity, it "as it turns out, is not the only and unconditional" (ibid.). “The inclinations and predispositions laid down by nature undergo a very complex processing under the influence of the family, the first educators, comrades and the school. These last influences often decide the matter in the end...” (p. 48). He points out that there are cases in life “when the defectiveness, painful or incorrect features of a child owe their origin exclusively to the environment, for example, to the influence of certain family conditions, even if children were born healthy, not burdened by heredity” (p. 48, emphasized again author). Further, the experience of taking into account social factors in the pedagogical practice of the school headed by Kashchenko is described, and specific methodological recommendations are given.

The sociological dominant, so to speak, permeates the entire content of the monograph by V.P. Kashchenko and G.V. Murasheva "Exceptional children. Their study and education ”(M .: Worker of Education, 1929. -25 p.).

I had to involuntarily dwell on a particular fact in view of the fact that false formulations and an assessment that contradicts the truth of a remarkable scientist and teacher in an encyclopedic edition subsequently entered authoritative printed works (including reference works), distorting not only the idea of ​​\u200b\u200bit about him, but also the history he first raised in the society of the problem, the purposeful development of which has grown to our days into a great science.

In the last years of Kashchenko's life, age-related diseases made themselves felt more and more. The war found him almost disabled. He died in Moscow on November 30, 1943. He was buried next to his brother at the Novodevichy cemetery.

More than half a century has passed since then. During this time, a powerful highway of knowledge and practice has grown from a modest medical and pedagogical direction, a wide network of medical, advisory and research units has emerged that provide comprehensive assistance to children with physical and mental disabilities. It is sad, however, that the systemic crisis that has engulfed our society in recent years has not bypassed this area either, but the accumulated experience and creative achievements embodied in printed works serve as a guarantee for the future success of “exceptional pedagogy”.

Issues of studying abnormal and exceptional children, their compensatory abilities, scientific validity system of education and training of children with disabilities in mental and physical development more and more concerned about specialists.

According to the World Health Organization, by the end of this century, 14% of the world's children will suffer from serious mental illness. In order for this sad forecast not to come true, the efforts of not only scientists and parents, but also of society as a whole are required. Vsevolod Petrovich Kashchenko insisted on this at one time. This was also discussed at the international conference held last summer in Moscow “ special child and his environment: medical, psychological and social aspects". Analyzing the current situation in the Russian psychological and psychiatric service, the conference participants suggested adopting a law on the protection of the rights of the child, which would protect children from psychological, physical and sexual abuse, including in their own families. It was also proposed to speed up the adoption of the Law Russian Federation on charitable and non-profit organizations, which would expand the activities of non-state structures providing assistance to children.

Leonid Golovanov, September 1993
From the preface of the book by V.P. Kashchenko. Pedagogical correction. Correction of character flaws in children and adolescents. 3rd ed., add. M.: Academiya, 1999. // Author of the preface and scientific editor. L.V. Golovanov.

The section is very easy to use. In the proposed field, just enter right word, and we will give you a list of its values. It should be noted that our site provides data from different sources- encyclopedic, explanatory, derivational dictionaries. Here you can also get acquainted with examples of the use of the word you entered.

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The meaning of the word kashchenko

Kashchenko in the crossword dictionary

Dictionary of medical terms

Kashchenko

Hofbauer cells (N. F. Kashchenko, father-in-law histologist; I. I. Hofbauer, 1879-1961, Austrian gynecologist; syn. Hofbauer cells)

Encyclopedic Dictionary, 1998

Kashchenko

KASHCHENKO Vsevolod Petrovich (1870-1943) Russian defectologist. Brother P.P. Kashchenko. One of the organizers of higher education and research work in the field of defectology in the USSR.

Kashchenko

KASHCHENKO Nikolai Feofanovich (1855-1935) Russian and Ukrainian biologist, academician of the Academy of Sciences of Ukraine (1919). Since 1895 he was the rector of Tomsk University, in 1913-35 he was the director of the acclimatization garden of the Academy of Sciences of the Ukrainian SSR in Kyiv. Proceedings on vertebrate embryology, histology, microscopic technique, acclimatization and plant breeding. Author of the first works on pathological human embryology. The founder of Siberian gardening.

Kashchenko

KASHCHENKO Pyotr Petrovich (1858/59-1920) Russian psychiatrist and leader of zemstvo medicine. Brother V.P. Kashchenko. Proceedings on social psychiatry and the organization of psychiatric care.

Kashchenko

Kashchenko - Ukrainian surname. Known bearers:

• Kashchenko, Adrian Feofanovich (1858-1921) - Ukrainian writer-historian, author of numerous works about the Zaporizhian Sich.
• Kashchenko, Alexander Vasilyevich (1855-1918) - Russian businessman.
• Kashchenko, Vasily Vasilyevich (1812-1894) - Russian biologist, pomologist and arborist.
• Kashchenko, Vsevolod Petrovich (1870-1943) - Russian and Soviet psychologist, defectologist.
• Kashchenko, Nikolai Feofanovich (1855-1935) - Russian zoologist and professor of anatomy.
• Kashchenko, Pyotr Petrovich (1859-1920) - Russian psychiatrist.
• Kashchenko, Sergei Grigorievich (born 1949) - Soviet and Russian historian.

Examples of the use of the word kashchenko in the literature.

Livitin recognized among them the helmsman of the boatswain Kashchenko, two of his company - Tyulmankov and Volkov, the remaining five or six people were unfamiliar to him.

Kudrin advised him to find a helmsman boatswain through her Kashchenko, she will know where Kudrin himself will get on the call.

He could not follow this look - a sailor is not supposed to look at an officer at point-blank range - but it seemed to him that he rested on that slight swelling, which nevertheless formed on his chest the package handed over Kashchenko.

Glassworks, next -- Kashchenko Varshavsky mumbled as the very last carriage driver announced that it was time to eject.

And why is it Boar, - she continued to think Kashchenko, - uses the pig as his own?

Come on, he's not one of those, - answered Kashchenko, sitting down on the sofa - just a brother leads the ship to brag.

Spuchin left the cabin, and Kashchenko took out a cork with a whistle from the speaking tube, carried from the bridge to the wheelhouse.

Peering, Volkov saw Kashchenko, which, hiding from the light of a lamp suspended on the second pipe, stood in the shadow of the tower.

To scare the sailors away from Volkovoi, from Kashchenko, from all who went against the reverend of his apostle!

But then Volkovy had to cope alone, while at first Kashchenko, then Marsakov, and behind them the rest of the committee members did not completely figure out Tyulmankov.

Then Kashchenko stood up, went to a frying pan hanging on a tree, hit it with a hoof and neighed.

And when the elephant is defeated and the pig is again at Kuznetsov, he will attack Kashchenko and break it too.

IN WHICH THE BEE BITED KASHCHENKO IN KRUP AND EAT THE CORSE OF A COW When the gang of zebra Kashchenko ran to deal with the gang of Kuznetsov, on the way they accidentally stumbled upon wild honey, and a bee stung the zebra in the croup.

He crawled to a zebra, whose tumor was smaller, but Kashchenko still could only lie on her stomach, and not on her back, and outlined to her his thoughts about the ostrich.

KASHCHENKO Pyotr Petrovich (1858-1920), a social psychiatrist, a prominent figure in the so-called. zemstvo period of Russian medicine, in the last years of his life (1918-20) - head of psychiatry. section of the NKZdr. After graduating - - Moscow University in 1881, Kashchenko, after several years of political exile, entered in 1886 as an intern in the Burashevskaya colony for the mentally ill, where at that time the most progressive psychiatric reforms were vigorously implemented (the abolition of all measures of violence, restraint "camisoles", etc. e) Zaye \ya for many years P889 -19U4) of the Nizhny Novgorod psychiatric hospital (to-ruyu he reorganized on a new basis), K. arranged an exemplary colony in the vicinity of the city (p. Lyakhovo), and in the mountains. Balakhna is one of the first patronages for the mentally ill in Russia. The further stages of K.'s life were: the management (1904-06) of the Moscow psychiatric hospital at Kanatchikov's dacha (now the Kashchenko hospital), the organization of the Petersburg Zemstvo district office and the organization of a statistical bureau that concentrated all materials on the censuses of the mentally ill and in general everything related to the psychiatric case in Russia. After the October Revolution, K. was one of the first public doctors who directly and openly began to work with the Soviet authorities, first as chairman of the Central Psychiatric Commission of the Council of Medical Colleges, and then as head of the neuropsychiatric. subdivision of the National Health Committee of the RSFSR. K. was an outstanding organizer, persistently carried out the work plans he had outlined, and he built these plans at the same time broadly and practically. K. owns more than 60 works on organizational psychiatric and scientific topics. Lit.: Kannabikh Yu., History of Psychiatry, p. 403, Moscow, 1929. NVALIMETRY, department of radiology, dealing with the measurement of x-ray hardness

New rays, i.e., their penetration ability (for details, see radiotherapy).

NVANTIMETRY, department of radiology, dealing with the measurement of the intensity of x-rays and their number (for details, see. radiotherapy).

See also:

• QUANTUM THEORY. Quantum (from lat. quantum - a certain amount) - a concept that characterizes the discontinuity of interactions elementary particles matter—electrons, protons, atoms, and molecules—between themselves and with light. The concept of K. was introduced by M. Planck (Planck; 1900) in connection with ...
• QUARTZ, the compound of a silicon atom with two oxygen atoms, Si02, crystallizes in the hexagonal system in the form of transparent hexagonal prisms with pyramidal ends; beats in. 2.6; very common in nature, entering ...
• QUARTZ LAMP, see Bach mercury-quartz lamp, Mercury-quartz, lamp.
• KVASS, Russian folk drink, obtained from farinaceous and sugary nutrients through lactic acid and alcoholic fermentation. Depending on the source materials, K. "bread", "fruit", "berry", etc. are distinguished. For cooking ...
• QUASSIA(F VII), Quassia, a plant of the family. Simarubaceae, known in 2 species: 1) Quassia amara L. (Surinamese Quassia; northern Brazil) and 2) Picrasma excelsa Planch. (Jamaica). Quassia is a small tree or shrub with bright...

Petr Petrovich Kashchenko(1858–1920) was born in Tambov.

In most sources, the city of Yeysk is mistakenly called the place of his birth. This is due to the fact that in Tambov, the family after the birth of Peter Kashchenko lived for a very short time, and all his childhood was spent in Yeysk. Peter Kashchenko's father was a military doctor. After graduating from the Yeysk Kuban military gymnasium, Petr Kashchenko entered the medical faculty of Kiev University, and soon transferred to Moscow University. After the assassination of Alexander II, Peter Kashchenko delivered a speech at a student meeting condemning the tsar, for which he was arrested, expelled from the university two months before graduation, and sent into exile in Stavropol. In 1884, Pyotr Kashchenko was released from public police supervision and completed his education at Kazan University.

He specialized in psychiatry under the director of the Kazan Psychiatric Hospital, Lev Ragozin. In 1885, Pyotr Kashchenko received the degree of a doctor and the title of a county doctor, began working as a doctor in the Stavropol diocesan women's school. In 1886, he moved to the Tver province and got a job as a psychiatrist in Russia's first psychiatric hospital-colony in the village of Burashevo, founded by MP Litvinov. It was a hospital with the most advanced treatment methods for Russia at that time, where medical and occupational therapy were combined. In 1889, Petr Kashchenko became the head of the psychiatric department of the Nizhny Novgorod Zemstvo Hospital. He completely rebuilt her work, developing his experience gained in Burnashevo. In 1891, Pyotr Kashchenko became a corresponding member of the Moscow Society of Neurologists and Psychiatrists. In 1898, Petr Kashchenko was sent by the Nizhny Novgorod provincial zemstvo to Europe, where he studied the experience of organizing psychiatric care in Germany, Belgium, France, England and Scotland. As a result of this trip, a scientific report was published in three volumes. In the same year, the construction of a psychiatric hospital-colony in the village of Lyakhovo began, and on February 10 (23), 1901, it was opened. Now it is the Nizhny Novgorod Regional mental hospital No. 1 named after P. P. Kashchenko. The system of psychiatric care, which Kashchenko organized in the Nizhny Novgorod province, became a model for Russian doctors, doctors from other cities came to him to learn from experience. He himself often came for consultations on the organization of psychiatric care in other provinces, made presentations at provincial zemstvo meetings, zemstvo congresses of doctors, Pirogov congresses, and the Brussels International Congress for the Charity of the Mentally Ill. In 1899, the St. Petersburg Provincial Zemstvo invited Pyotr Kashchenko to organize a psychiatric hospital in the capital's province. This is how a hospital arose on the estate of Sivoritsa (now the village of Nikolskoye, Gatchina District), but its construction was delayed due to the war with Japan.

At the beginning of 1904, Pyotr Kashchenko took part in the competition for the vacant position of chief physician of the Moscow Psychiatric Hospital. N. A. Alekseev at the Kanatchikova dacha, and his candidacy was recognized as the best. In 1907, the Sivoritskaya hospital near St. Petersburg was finally opened, and Pyotr Kashchenko went there. The Sivoritskaya Hospital was presented at the Dresden International Hygiene Exhibition in 1911. In 1913, at the All-Russian Hygiene Exhibition, the St. Petersburg Zemstvo received a small gold medal "For the arrangement and excellent equipment of the hospital for the mentally ill in Sivoritsy." In 1913, Petr Kashchenko, participating in the commission for the revision of medical legislation, for the first time put forward the thesis that when developing a law in the field of mental health, the interests of the patient should be a priority, and not the principle of "the patient's danger to society."

During the First World War, he was actively involved in helping "mentally ill soldiers" and accounting for mental illness among military personnel. After the revolution, Pyotr Kashchenko lived in Moscow, where he headed the Central Neuropsychiatric Commission under the Council of Medical Colleges (later - the neuropsychiatric subsection of the medical section of the civil department of the People's Commissariat of Health of the RSFSR), dealing with the organization of psychiatric care. Pyotr Kashchenko died on February 19, 1920 in Moscow

An outstanding psychiatrist and organizer of psychiatric care in Russia, one of those thanks to whom the ideology of “non-restraint” in the treatment of the mentally ill came to the country. Developed the structure medical institutions, which was supposed to include a hospital for acute patients, a hospital-colony for chronic patients and patronage and outpatient clinics for non-severe and convalescents. After the revolution, he organized a system of psychiatric dispensaries. The idea of ​​patronage - the maintenance of patients in families - was implemented by Petr Kashchenko on the model of the system used in the Belgian Lirnier. By 1900, 77 patients lived in the families of peasants in the village of Kubintsevo. In case their disease becomes more severe, a 30-bed emergency ward was created. The experience was successful and was later continued on the basis of the Sivoritskaya hospital. Petr Kashchenko applied a number of progressive ideas in the treatment of mental illness, successfully combining medicines with occupational and art therapy. Sports activities, learning to play musical instruments, cinema sessions, a library, work in workshops were organized in the Sivoritskaya hospital.

Much in the theoretical and practical activities of P.P. Kashchenko remains relevant and in demand in line with the reform of psychiatric care carried out in Russia over the past decades - decentralization and development of various forms of psychiatric care, improving the quality of life of the mentally ill, the development of psychosocial rehabilitation, the humanization of legislation in areas of mental health, etc.

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Pyotr Petrovich Kashchenko is a well-known Russian psychiatrist and public figure, who headed psychiatric hospitals in Moscow and St. Petersburg.

P.P. Kashchenko was born in the city of Yeysk in Krasnodar Territory December 28, 1858 in the family of a military doctor. In 1876, he entered the Medical Faculty of Moscow University. However, he was soon expelled for participating in student revolutionary speeches. In 1879, Pyotr Kashchenko was arrested on suspicion of murdering a police agent and deported from Moscow to Stavropol.

In 1885, he graduated from the Medical Faculty of the University in Kazan with a medical degree. Initially, he worked as a psychiatrist in a psychiatric hospital in Kazan, and then in psychiatric hospitals in the Tver and Nizhny Novgorod provinces.

In 1889, Petr Kashchenko was appointed director of a psychiatric hospital in Nizhny Novgorod, and was soon transferred to Moscow.In 1904 he worked as the chief physician of the Moscow psychiatric hospital, and from 1907 to 1917 - the chief physician of the St. Petersburg psychiatric hospital.

It is interesting to note that both of these hospitals subsequently bore the name of Kashchenko, which, unfortunately, became a household name. People of the older generation remember that the people then said: we must send him “to Kashchenko”, meaning a psychiatric hospital.

The Moscow psychiatric hospital No. 1 from 1922 to 1994 bore the name of Kashchenko, but currently bears the name of Alekseev, the former mayor of Moscow until 1893, who, by the way, was the initiator of the construction of this hospital.St. Petersburg Psychiatric Hospital No. 1 in the village of Nikolaevskoye, Leningrad Region, was created under the direct supervision of P.P. Kashchenko in 1904-1905, where he worked as chief physician. On its territory, in front of the central building, a bronze bust of Peter Petrovich was installed on a granite pedestal.
During the December armed uprising in Moscow in 1905, Pyotr Petrovich, together with his brother, assisted the wounded on Presnya. Them medical instruments and are now kept in the Museum of the Revolution.
In the same years, Petr Petrovich headed the illegal Red Cross, organized and was chairman of the first Central Bureau for the Registration of Mental Patients.In 1918, Petr Kashchenko was elected chairman of the psychiatric commission of the Council of Medical Colleges, and also headed the subdepartment of neuro-psychiatric care in the People's Commissariat of Health of the RSFSR.

It is important to note that Kashchenko himself treated the diagnosis "crazy" cautiously, not without reason believing that "between delirium and giftedness, between madness and genius, there is only a thin line."
The methods of treating patients developed by P.P. Kashchenko: occupational therapy, outpatient treatment, patronage and others were very progressive for that time.
Petr Petrovich is the author of articles not only on psychiatry, but also on the organization of psychiatric care.In memory of him, one of the streets in Nizhny Novgorod is named after him.
On February 19, 1920, Pyotr Petrovich Kashchenko died suddenly in Moscow and was buried at the Novodevichy Cemetery.