Professional education of Ukrainian youth in Sofia Rusova’s artistic legacy and practical activity in emigration

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Professional education of Ukrainian youth in Sofia Rusova's artistic legacy and practical activity in emigration

Oksana Dzhus

Integration of the Ukrainian higher education system into the European education area under the condition of preserving and developing achievements and progressive traditions of the national school is impossible without training highly qualified educators. Development of an educational and instructional system, which will adequately fit the problems of modern Ukrainian nation building, formation of intellectually and spiritually rich and well-conditioned individuals must take into account centuries-old national wealth in the sphere of education of young generation and advanced accomplishments of the national and world pedagogical thought.

The problem of professional education of children and youth is vividly represented in Sofia Fedorivna Rusova's artistic legacy, who was the educator, prominent public figure, state-maker, literary critic and memoirist. Her life, educational and outreach activities were and still are, for modern Ukrainian generation, an example of devotion to the own people in the desire to establish their own statehood and identity and national educational system.

In the works of foreign (T. Bed- narzhova) and Ukrainian scholars (I. Zaichenko, О. Kovalenko, N. Kopylenko, Z. Nahachevska, І. Pinchuk, О. Proskura and others) various vectors of S. Rusova's educational-research legacy and civic and outreach activities have been analyzed. However, S. Rusova's experience as a co-creator and co-organizer of professional education institutions in the context of emigration is so far understudied and of great current concern and, therefore, has been set as an objective of the research.

It is a matter of common observation, that on the territory of the Czechoslovak Republic (the CSSR) during the interwar period there were a number of high schools, where nationally-responsible, skilled specialists underwent training for the needs of the future independent Ukrainian state. These high schools represented education of the Ukrainians in the world and were absolutely competitive with other educational institutions, which operated in the CSSR. Among them one can name: Ukrainian Free University (1921-1945), Ukrainian Economic Academy (1922-1932), later transformed into the part-time Technical Economic Institute (1932-1944 р.), M. Drahomanov Ukrainian High Pedagogical Institute (1923-1933, Prague) including its affiliated institution (the basis of pedagogical apprenticeship) - Ukrainian Real Gymnasium, Ukrainian Institute of Social Sciences (1925-1945, since 1929 - Sociologic Institute), whereby Ukrainian Labor University functioned as an autonomous institution (1927-1931) - the first part-time study Ukrainian higher educational establishment, the Ukrainian Studio of Plastic Arts. S. Rusova worked at three of them, and had a direct bearing on others.

Thus, her first steps as a teacher in the Czechoslovak Republic S. Rusova made in 1922, becoming a lecturer in the French language at Ukrainian Economic Academy in Podebrady.

In 1923 she moved to Prague and actively participated in setting up and functioning of the first higher educational institution among Western countries, aimed at training Ukrainian teaching staff. S. Rusova became a member of the special commission for establishing M. Drahomanov Ukrainian High Pedagogical Institute (UHPI), which dealt with organizational and preparation works for the institute opening: working out and giving in the statute for approval to the Czech Ministry of Education, preparing drafts of academic programs and curriculums, making a list of the applicants for the teaching positions; setting the rates of payment, searching the premises etc.

Since the first days of the UHPI Sofia Rusova was a member of the professorial board, lectured in pedagogics, didactics and preschool education, actively cooperated with the publishing house " Siiach", created on the basis of the higher institution, and with scientific societies, foremost Ukrainian pedagogic society, established under the auspices of the institute in 1930, with the aim at "... studying issues of pedagogic theory and practice as well as historical and modern conditions of public education in Ukraine". Due to S. Rusova's contribution the Ukrainian gymnasium was opened in the Czechoslovak Republic, which in 1925 was included into the structure of the pedagogical institute as a basis for practical training of future educators [3, 78].

Nevertheless, the biggest part of S. Rusova's life in emigration is connected with the Ukrainian Institute of Social Sciences (UISS), since 1929 - Ukrainian Sociologic Institute (USI), where the scholar was invited by its directorate, in the person of M. Shapoval yet in early 1924. In 1927 Sofia Rusova was an active member of the Sociology, Policy and Ethnography departments of the UISS; in 1928 joined the staff of the Institute's curator office, became a member of its Revision Commission; in 1930 was elected deputy head of the USI curator office; and in October 1934 became its presidium deputy chairman, occupying this position till 1937. In 1927 she became a teacher at Ukrainian Labor University (ULU), which was established on the basis of the USI, and in three years she was introduced to the directorship of the ULU. Moreover, since 1928 S. Rusova was a member of the Scientific Board of Ukrainian national museum-archive under the auspices of the Institute of Social Sciences [2, 69].

S. Rusova's direct organizational activity, aimed at establishing and developing of educational process in most of Ukrainian educational and academic institutions in the Czechoslovak Republic and her teaching activity, was enlarged by her comprehensive scientific work, focused on supplying Ukrainian higher education institutions with necessary scientific literature and developing of conceptual bases of the national system of education, originated in her native land.

S. Rusova's artistic legacy over the emigration period comprises fundamental pedagogical works, scientific research, theoretical and methodological articles, educational papers and so on. Problems of establishing own national school education system received their adequate and full coverage in the following works: "Theory and Methodology of Pre-School Education", "Didactics", "New School of Social Education", "New Methods of Pre-School Education", all written in 1920s. However, even small- scale publications on the subject show S. Rusova's concernment in the formation of conceptual basis of the Ukrainian national school. Thus, the paper "Pedagogical Foundations of the New School" (1923) discloses the scholar's views on the main principles of that time pedagogical science: activity, individualization and socialization of education. Having no doubt in their "faithfulness", "harmony" with the child's nature, S. Rusova again and again emphasized the necessity of their adaptation to the Ukrainian mentality, filling with the national content, as well as its mastering by Ukrainian teachers, who, as she believed, were responsible for thorough check of the abovementioned principles and their introduction into school life [8, 126--127].

New tendencies in Western pedagogics were analyzed by S. Rusova in the works "Global Methods in New Schools of the Czechoslovak Republic", "A Little of Modern Pedagogics", "Formerly and Now", "New Curriculum in National Schools in Belgium", "Position of Modern Education in Different Parts of the World", "Current Tendencies in the Newest Pedagogics" and others. They describe her as a profound expert in educational ideas of prominent past and current educators, like J.J. Rousseau, J.H. Pestalozzi, whom she believed to be real apostolates of new pedagogics, as well as J.O. Decroly, G. Kerschensteiner, W. Lay, E. Meumann, M. Montessori, H. Spencer, A. Ferrier, F. Froebel. Sharing their opinions, as to the national character of the school, individualization and socialization of education and upbringing, usage of experimental research if working with children, S. Rusova was totally against full copying of others' pedagogical systems, unreflecting adjustment of foreign methods to the Ukrainian national school education. Thereafter, analyzing systems of elementary education and upbringing elaborated by M. Montessori and J.O. Decroly, which predominated in Western European countries and the USA in 1920s-1930s, she came to the following conclusions: from both educators' methods one should take those elements, which mostly correspond the Ukrainian child's "temperament" and contribute to their intellectual development; she believed, that "a very desirable thing" is to make these systems "...nationalized... and give our very capable, vulnerable children the best education and the most interesting "methods" and materials to work with" [8, 246].

Review of S. Rusova's artistic legacy shows, that during her stay beyond Ukraine she was deeply concerned with the fate of education in Ukraine. As a rule, the works dedicated to this subject are of acutely critical character. There the educator revealed anti-national character of "Ukrainization" in the spheres of education and culture in Ukraine in late 20s - early 30s years of the 20^th century, its antinational determination, orientation towards elimination of any statehood ideas from all spheres of cultural and educational life of the Ukrainian society ("Education in Ukraine in Bolshevists' Interpretation", "Education in Ukraine").

Despite Sofia Rusova's extreme fecundity (about 200 published works), she was not a "cabinet" scholar. Being abroad Sofia Fedorivna kept all Ukrainian pedagogical world ". informed, on what new and better happened in other countries in the sphere of education and upbringing, stimulating native pedagogic thought to life, movement and progression" [9, 277]. At the same time, the educator's works contributed to creation of the national educational system, on the basis of West European best practice, but "adjusted to our needs" [9, 242]. S. Rusova achieved it not only due to her scientific and teaching activity, but also due to the tireless promotional- practical work, which she had started, yet being the representative of Ukrainian schooling on her native land.

The educator's uncompromising attitude revealed itself not only in the period of czarist autocracy and short-term Ukrainian statehood, but also during the period of the Soviet regime development in Ukraine. Being a member of the Central Bureau of the All-Russian teachers and public education workers' Union (beginning of the 20th century) she clearly understood the necessity of cooperation between teachers in czarist Russia (including Ukrainian ones) and educational institutions in other countries, trying to establish contacts with Czech professionals (her letters to the head of the Czech secondary schools professors' association in which she tried to get to know as much as possible about their achievements, to establish long-lasting relations, and sent a sample of the All- Russian teachers' Union's statute are went back to 1906). Main subjects of S. Rusova's reports and speeches at various teachers' meetings, organized within the Russian Empire, were protection of national school, native language, recognition of educator's social and educative tasks and their professional training.

During the liberation struggle of the Ukrainian people in 1917-1920 she took great pains to implement these ideas: being a member of the Central Council of Ukraine (head of the preschool and out- of-school education department), head of the Central Bureau of the All-Ukrainian teachers' Union, co-organizer and co-editor of the "Free Ukrainian School" magazine, organizer and participant of the 1 and 2 All-Ukrainian teachers' congresses, out-of-school and pre-school education representatives' congress in Kyiv, January 10-13, 1919 etc. Struggle for national education, culture, "Ukrainian institutions' dignity" [2, 3-10] was determined by S. Rusova as her main obligation.

Such consequence was also manifested in emigration: S. Rusova designated her work for the benefit of the independent united Ukraine as her main "excuse" for being abroad. Participation in international (Rome, 1923; Prague, 1923 and 1927; Geneva, 1929), as well as Ukrainian scientific and pedagogical congresses and conferences (Prague, 1926; Lviv, 1929; Uzhhorod, 1935) gave S. Rusova various opportunities to solve a number of pedagogical tasks. First of all, to get the problems and achievements of education in Ukraine across to the world public, let everyone "... know, that it is not a kind of Patagonia, that we also have certain pedagogic ideas" [7, 219]. Secondly, she contributed to Ukrainian pedagogic integration into the international educational movement. More specifically, S. Rusova tried to revive her pedagogical creation - the All-Ukrainian teachers' Union and to succeed in admitting it to the World teachers' Federation. Thirdly, participation in congresses and conferences gave her a chance to enrich theory and practice of national educational activity with international pedagogical experience. These tasks were realized due to S. Rusova's speeches, information exchanges with delegates from all over the world, studying practical activity of different foreign educational institutions, scholar's papers.

Thus, for instance, at the pedagogical congress in Rome, where issues, concerning social values of family education, parents' and teachers' roles in children's upbringing, cooperation between school and family were treated, S. Rusova with keen interest looked over the schools of new type (at that time there were 18 of them in the Italian capital); private shelters for TB orphans; preparatory courses for teachers. Being in agreement with delegates to the congress as to the priority of family education for preschool children, the educator in her speech emphasized, that: under conditions, when parents had to leave "their home in search of earnings", when a woman, along with her parental responsibilities, had other civil duties, "social institutions substitute" family for a child, and they, first of all, are represented by various preschool institutions. According to her conclusion, they "must follow the best principles of family education - ... understanding of every child's individual features and equal, tender love to all children". S. Rusova shared her experience of Ukrainian nursery schools functioning under the Ukrainian People's Republic, which, though, were working according to the methods, worked out by prominent Italian M. Montessori, but whose "pedagogical material" was nationalized, however they took it more from child's natural surroundings, and widely used folk art in the education processes. This provided simple Ukrainians with the atmosphere of sweet life, cult of truth, beauty and moral duty [8, 219-220].

S. Rusova's participation together with Ya. Yarema as the representatives of Ukrainian teachers at the 5th International congress of secondary school in Prague, in the words of the educator, "could not bring any specific consequences" (they were invited as guests, without vote). However, "she cleared up. the final need to benefit from our staying in Europe. i.e. to unite with international organizations, join this cultural-international movement, which in fact predominates in the whole civilized world. ". Sofia Rusova actively participated in discussion of the following issues: teaching staff training, moral education and ties between school and family. In particular, she supported Czech speaker doctor Khaliupnyi, who insisted on profound and comprehensive teachers' education, and reported on the program of M. Drahomanov Ukrainian High Pedagogical Institute, adding that "school in every country must be national and training of teachers must be based on the national ground". Assurance of this support was the fact, that to a certain degree, it was introduced into the final resolution. As to the problem of teaching morality as a separate subject, the scholar argued against "systematic artificial teaching of morality", but was in favor of "establishing highly exalted surroundings and development within pupils noble inclinations, senses of duty and love by life itself'.

At the congress Sofia Fedorivna "could not help mentioning something about Ukraine." - emphasizing that, ".Ukrainian nation by its own forces would win back its will and independence" and, taking advantage of the Czech teachers' struggle, it would develop "its national school on the best basis of modern pedagogic" [8, 203-206].

Together with S. Siropolk, Sofia Rusova represented Ukrainian teachers at the international congress "Through School to Peace" in Prague, which was ignored by the USSR due to the "new spirit", hostile to the "dominating spirit of school politics in the Soviet Ukraine". In her presentation in French at the final session, she underlined that only "free and national school will solve the problem of peace and fraternity unity of all nations", and stressed the importance of international unity and such form of work as "making it possible for foreigners to attend high schools" in different countries, which took place in the Middle Ages and in the 17^th-18^th centuries, when common Cossacks' sons studied in Sorbonne, and "philosopher Skovoroda crossed Central Europe on foot and attended outstanding German universities" [7, 9-10].

From the "Report on the International Pedagogical Congress in Geneva" we discover that S. Rusova, the only representative of all Ukrainian pedagogical, cultural and educational institutions in emigration, was interested in the French and Spanish delegates' reports. The first one proposed to set a new topic - studying of workers' life - into the curriculum in the world history, the second one emphasized the necessity of special courses aimed at teachers' training according to the "international education" program with advanced curriculum in history and geography. Sofia Fedorivna was greatly interested in the idea of developing the "Atlas of Civilization", made public at the congress, which "must provide international studying with certain material to get acquainted with every nation, and especially every country." [8, 238-239].

S. Rusova made the report "A Little of Psychology of the Ukrainian Children in Exile and their Drawings". Descriptive materials, which accompanied the report, were represented by works of children from various parts of Ukraine, schools and educational institutions, gathered by the scholar. These exhibit items and Ukrainian pedagogical literature were displayed at the exhibition, which was a part of the congress, represented by 40 nations. The books, sent to the exhibition, after the congress were passed to the Pedagogical Museum under the auspices of J. J. Rousseau Institute in Geneva, as "material for experiments for educators and children writers of the whole world, who came to attend classes" [4, 31].

At the congress there was a heated discussion, concerning the problem of "active school", where the famous Swiss educator A. Ferrier made a speech. Since S. Rusova represented Ukrainians emigrants (non-state nation) she did not have an opportunity to address all participants of the congress with an official speech. However, she took part in discussions on the issues, striving for "getting oneself and others accustomed to the circle of free peoples..." [6, 25]. Indeed, the scholar felt real indignation against the speech of the German delegate, who "with unabated zeal" offered to eliminate any kind of nationalism "as a vestige of an ancient wild feeling". She noticed, that demolishing of national sensibility would affect international unification, "as they who do not love their own country, neither will become attached to the foreign one". In fact, one must avoid aggressive nationalism, - the educator carried on, - but "responsible and artistic nationalism must be preserved, as it brings many treasures to the culture of the whole world" [8, 240].

It is not known with certainty, whether S. Rusova participated in the 2nd congress of the World Federation of Pedagogical Societies in 1925 in the capital of Scotland, but the manuscript of her article "Edinburg Pedagogical Congress", which is now kept in the Central State Archive of the Highest Bodies of Power and Authorities of Ukraine in Kyiv, and its detailed analysis, give us reasons to presuppose her participation in the congress.

S. Rusova paid much attention to the speech on "reflection on reforms of curriculums in secondary and elementary schools", in terms of which the questions on correlation between national and international education were raised. Along with foreign language study, such factor of international unification as a game was considered: "they who play with other do not hate the latter", - emphasized the scholar. Learning other peoples, as the congress' participants believed (and S. Rusova supported this idea), would be possible due to learning their national literature: "to know the people, one must learn its outstanding poets", and love for the Motherland must become the foundation for international unification ("those are the best cosmopolitans, who, most of all, love their native land"). To our point of view, these words can become a motto of modern globalization processes. At the same time, the educator denied that blind, fanatical love to one's own nation: "we will feel pride for our own history since only it deserves our pride; we will frankly tell our children when and why we were wrong and will confidently wait for fraternity among peoples, and the way to it lies through nationalism".

At the conference, as S. Rusova supposed (taking into account the life conditions of youth in emigration), there were several speeches of great current interest, in particular the one made by R. Blare on additional education of young men at the age of 14-18 and G. Kerschensteiner's report on the system of German labor schools.

The conclusion on the materials was represented by the scholar's thought, concerning the dawning of the new epoch in the history of mankind - the era of "unity, mutual acquaintance and understanding, and not the kings or generals will lead there, but the educators of the world ..." [5, 236-246].

In September 1929 S. Rusova was involved with the Educational Congress in Lviv, established on the occasion of the 60th anniversary of "Prosvita" formation. Her speech at the congress was considered by the organizational committee as a vital factor of "making the congress, as it is required by the national dignity of the Great people. " [11, 3-3 зв.]. The archive documents witness that Sofia Rusova appeared at the congress and her speech on "Modal Development in Out-of-School Education" drew delegates' "loud applause" [14, 25].

The tasks of great importance for the Ukrainians in general and Ukrainian schooling in particular were set at the First Ukrainian Pedagogical Congress, which took place in 1935 in Lviv: ".to lay foundations of our youth upbringing . to point out directions of national education". For reasons unknown to us,

S. Rusova was absent there, but she conveyed her greetings as a head of the Ukrainian National Women's Council: "National Women's Council welcomes Pedagogical Congress of the "Native School", and wishes it strength and success in accomplishing its significant motto. Exciting, interesting program will bring energy and faith in this great work into hearts of our educators" [10, XXIV-XXV].

Extremely tremblingly and respectfully "mentor of Ukrainian pedagogical literature" was greeted at the 6th Congress of Ukrainian Teachers in Subcarpathian Ruthenia in Uzhhorod in 1935:". Appearance on the halls of an old, 84 year old woman-worker, fighter for better fortune for her people, exhausted physically, but full of freshness of spirit, warmth and sincerity of her words touched hearts of all attendees. The participants will never . forget this image" [1, 1-2]. At the congress, convened by the efforts of the "Teachers' community" in Uzhhorod, and which was aimed at "greater integration" of Subcarpathian Ruthenian teachers and for "general cultural national interest" [1, 27]. S. Rusova was invited as an honored guest. In her complimentary speech she stressed on the great historical task of Ukrainian teachers in Subcarpathian region, as ". where exist own, native schools in thorough meaning of the word, people there shall be afraid neither of famine and shortage nor of people's death. Native school will bring everything to its people." The scholar also highlighted that it was the first time and "maybe the last one to see responsible, young generation of our educators and this is the formula for bright future for our long- suffering people." [15, 1-2].

Problems of education and upbringing were of great interest for S. Rusova, not only at various pedagogical, but also women's congresses. At the International Women's Congress in the Hague in 1922 she sat on an Educational Committee, which functioned as a part of the congress, where she introduced to the world community the process of school organization in Ukraine over the period of the liberation struggle. "I was pleased, - said S. Rusova, - that at least this issue could represent Ukraine to the best advantage". At the same time, she spoke bitterly about "dreadful dualism", which Europe could not understand: how one could ". praise Ukrainian school system, naming together Kholodnyi and bolsheviks, and on the other hand apply . petitions .to beg neighboring countries to take our children studying to them, as in fact we do not have any educational establishments".

At the congress of women's councils in Denmark in 1924 her attention was drawn to the child protection and youth education committee. In the "Letters from Copenhagen" she informed Ukrainian community about the resolution, adopted by the commission, the essence of which showed the desire to improve "... condition of children-foreigners in neighboring countries ... to equal them in the rights for education with native- children". In regions, where representatives of two nations lived, educational needs of both must be equally met; exchange of secondary and high school students and teachers must be carried out; attention should be paid to talented children, whose admission to high schools must be promoted. Just at this congress S. Rusova made a request to the Denmark Red Cross to provide financial assistance to emigrants' children and scholarships for Ukrainian students in the CSSR. However, these requests were denied. Though, she managed to fix up four Ukrainian students for apprenticeship in the best households of the country to ".learn classic agricultural economy in highly-developed Denmark" and afford the students an opportunity to have a kind of "subsistence" for three- five months. At the same time, it was rather hard for the educator to "beg for our dear children, for our fortunate youth". One couldn't help but wonder: "Where will our youth go, having learned and taken everything possible from the European culture?". And S. Rusova shaped the answer categorically: "Undoubtedly, they will return to Ukraine", and in this "case" various international civil societies and the League of Nations must come to our aid, as ".whatever comfortable and cultural Europe can be, but we do not have another Ukraine, another Dnipro".

One of the consequences of S. Rusova's participation in the Ukrainian delegation at the 9th worldwide congress of the International union for the women's right to vote in 1923 became the agreement, concerning "study grants" in Italian universities. At the courses of the International Women's League for Peace and Freedom ("Summer social school") in Podebrady in 1923 the educator actively supported the desire of Ukrainian women from Eastern Halychyna to recognize Lviv Private Ukrainian university a national one and to stop persecution of public education [2, 3-10].

Despite her respectable age, the scholar closely cooperated with civil scientific, pedagogical and educational organizations: actively participated in the events, set up by the Ukrainian Academic Committee in Prague, kept terms with the Ukrainian Pedagogical Society under M. Drahomanov Ukrainian High Pedagogical Institute, was a member of the Ukrainian Society of Book Enthusiasts in Prague. The direction of the latter, in particular, charged her with a mission: "to take upon themselves reconsidering of geography books in Ukrainian and Czech, as Ukrainian studies, which are in the books, require re-establishing in the interests of scientific truth" [12, 181]. No wonder that in July 1930 together with other scholars-educators, "adherents of popular teaching and attentive workers of pedagogic publishing houses of MAUT" S. Rusova was chosen as honorary member of the people's teachers' professional organization in Ukrainian lands under Poland - "Mutual Assistance of Ukrainian Teachers" [10, 284].

Based on the results of the research conducted, we can make a conclusion that even in emigration Sofia Rusova remained one of the leading theoreticians of national pedagogical thought, and using limited domestic capacities of Ukrainian emigrants in the CSSR, not only did she support, but also enrich Ukrainian national pedagogics, establishing its status at the European level. S. Rusova's scientific and pedagogical activity as a representative of Ukrainian teachers outside Ukraine had dynamic and creative nature, complied with a common cultural aim - to train professionals at the European level for the needs of the native independent state, to promote national educational activity and to defend it on the international scene.

References

vocational training pedagogical education

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