SOURCE AND HISTORIOGRAPHICAL BASIS FOR THE STUDY OF THE DEVELOPMENT OF PUBLIC EDUCATION IN PODILLIA (1864-1917)

Abstract

The article examines the source and historiographical base of the development of public education in Podillia in 1864-1917. The article analyzes archival funds and documents that reflect the number of educational institutions, the number of students, teachers, and trends in the development of schools. The processes of reforming the system of public education, changes in the subordination of educational institutions to various ministries, structures and departments are highlighted. The number of funds related to the research topic and their affiliation with archival institutions, in particular, the State Archives of Khmelnytsky and Vinnytsia regions, is outlined. The composition and content of the documents in Funds F.281 "Inspector of Public Schools of the 5th District", which is stored in the State Archives of Vinnytsia region, are analyzed. A review of scientific works, articles, and monographs on the topic of public education in Podillia is made, with an emphasis on key research approaches, main topics, and discussions that have arisen in the scientific community. The research and development of S. Siropolko, V. Pererva, M. Vorolis, and T. Kravchenko are analyzed. The issue of access to education and its role in social mobility is considered. The factors that influenced the development of public education, in particular the reform policy of the empire, the participation of local communities, as well as the role of state and non-governmental institutions and organizations, are studied. Attention is drawn to the important role of provincial nobility in the formation of educational institutions, providing them with technical and material resources, and providing scholarships for students to study at pedagogical institutions. The author analyzes how educational reforms affected various social groups, national minorities, and the peasantry, as well as their impact on the formation of cultural identities. Various research methods that can be applied to the study of folk education are considered, including comparative analysis, which allows for a deeper understanding of the processes of educational transformation, dialectical understanding of the essence, scientific knowledge, historical and cognitive process, philosophical doctrine of the essence of the general, the particular and the individual. The problems faced by educational institutions and their participants are analyzed, including underfunding, insufficient teacher training, social inequality in society, lack of understanding of the importance of education for their children by villagers, and the dominant influence of the church on educational processes.
Key words: archival sources, historiography, scientists, public school, funds, reforms.