Higher Special State Educational Institutions of Sub-Russian Ukraine (the End of the 19th – the Beginning of the 20th Century): Formation and Development
Abstract
The purpose of the research paper is to show the peculiarities of the formation and development of higher special state educational institutions of Sub-Russian Ukraine at the end of the 19th and the beginning of the 20th centuries.
The scientific novelty is that a comprehensive analysis of the organization of the educational process and scientific activity in higher state educational institutions that provided special education is made, and the difficulties of organizing scientific work and its practical implementation are identified.
Conclusions. The process of the formation of higher special educational institutions in Sub-Russian Ukraine, which began in the last decades of the 19th century, had a natural character due to the rapid development of capitalism, the end of the Industrial Revolution, and the urgent market need for technical specialists. In the last quarter of the 19th and the early 20th centuries, the following special institutes were opened: Kharkiv Veterinary Institute (1873), Kharkiv Practical Technological Institute (1885), Kyiv Polytechnic Institute (1898), and Katerynoslav Higher Mining School (1899, since 1912 – Katerynoslav Mining Institute). Physical and mathematical faculties of universities also provided technical knowledge.
It has been proven that an unconditional positive result of the education system at that time was the dominance of practice over theory; the active use of practical and laboratory work, educational excursions to production; specialization from the first year of study; and the minimum number of general disciplines in the curricula. The level of teaching was quite high, as evidenced by the functioning of several scientific schools, student scientific circles, and societies, and by the possibility of publishing research results in the official publications of the institutes. We note the positive attitude of the public towards the emergence of institutions of higher technical education.
The negative aspects of the development of higher technical education and science have been analyzed: the subordination of institutes to various ministries and agencies, the dominance of features of autocratic ideology in curricula, the insufficient level of the material and technical base, and the shortage of textbooks and educational materials.
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