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ABSTRACT
The article covers the historical analysis of the reforms in public education during the rule of Tsarist Russia of the
Turkestan region. The definition of modernization education policy of Tsarist Russia is classified as a factor of ethnic
deformation. Also, the mechanisms and consequences of the replacement of the traditional education system of
Turkestan with the colonial education system, the impact of this process on the literacy level of the multi-ethnic local
population and the resettled Russian population are studied.
KEYWORDS
Education, Turkestan country, colonialism, colonial policy, conflict of interests, local population, Russian-local, tsarist
administration.
INTRODUCTION
The issue of the colonial history of the Russian Empire
in Central Asia was studied unilaterally in the
historiography of the Union. In particular, due to the
fact that these studies are based on Marxist methods,
the reform efforts of the colonial authorities in the
region were evaluated one-sidedly. For example,
Russian colonialism was announced as the leading
factor that brought advanced culture to the Uzbek,
Research Article
PEDAGOGICAL CHARACTERISTICS OF THE ORGANIZATION OF TURKISH
SCHOOLS THROUGH COLONIAL BENEFITS
Submission Date:
February 10, 2023,
Accepted Date:
February 15, 2023,
Published Date:
February 20, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue02-06
Alisher A. Nazarov
Doctoral Student Uzbekistan State World Languages University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
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Tajik, Kazakh, Kyrgyz, Karakalpak and other peoples of
the multi-ethnic Central Asian peoples who had lagged
behind the world civilization. This problem is directly
related to the fact that the educational system of the
country, which was formed over the centuries and was
deliberately denied, was replaced by the colonial
educational system.
THE MAIN RESULTS AND FINDINGS
The analysis of scientific research shows that the
actions of Tsarist Russia towards the public education
of Central Asia have a colonial character from the
pedagogical point of view. Based on the same
research, it was proved that in the conditions of
colonial dependence, the idea of achieving world
civilization through Russian culture was not possible in
the views of the first Uzbek enlighteners. [1].
Pedagogical views recorded in history during the years
of independence made it possible to evaluate the
policy of modernization of public education
implemented by Tsarist Russia from a new point of
view. They considered the problem of colonialism of
public education in Tsarist Russia based on a new
approach - as a factor of ethnic deformation of the
peoples of Central Asia.
Turkestan with its huge territory for Tsarist Russia with
administration, legislation, border strengthening,
providing Russian immigrants with work and property,
establishing cotton cultivation, conquering new lands,
and preventing rebellions. caused related problems. Of
course, the problem of education of the people of the
vast Turkestan was one of the main problems of Tsarist
Russia. The tsar's administration had to decide how to
organize a network of public education in such a
specific region, where the population of the region,
taking into account the interests of both parties, did
not accept norms and rules that contradicted the
Sharia and the Koran.
Czarist Russia realized from the beginning that the
problem of education in Turkestan was "extremely
huge and difficult". The problem was, first of all, that
the national education system was developed over
centuries, took deep roots and showed good results in
its time.
On the other hand, taking into account the
impossibility of preserving the occupied territories
without russifying the traditional society and
integrating the population into the common space of
the empire, the tsarist administration undertook the
creation of Russian-local (rus-tuzem) schools. But the
new generation of intellectuals, who are aware of the
national historical experience and European scientific
achievements, which the tsarist administration is more
dangerous for the government than the old regime,
will have the opportunity to see and compare the
world precisely because of the conquest of the
country. did not expect them to develop a new half-
Islamic, half-European system.
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In the system, although the process of organization
and management of public education of Turkestan
remains officially under the control of the military
minister, it was suggested that the organization of the
educational process on the ground should be
subordinated to the Ministry of Public Education. Then
the program was reviewed by the Minister of
Education of the Empire. After many debates, on May
17 (25), 1875, the project of the program was approved
by the emperor, and it was decided that the "Turkistan
Region Educational Affairs Department" would start its
activities on January 1, 1876.
After the Turkestan Region's Department of
Educational Affairs acquired a legal basis, in 1876, it was
decided that the existing educational institutions in the
country would conduct their activities based on the
Regulations of the Ministry of Public Education of
Tsarist Russia. At the same time, it was noted that new
public education institutions should be opened in the
country based on the Regulations of the Ministry of
Public Education. In a word, the main regulation
recorded in the organization and management of
public education in Turkestan served as a legal basis.
Prior to that, public education institutions in the
country operated under the control of the colonialists,
based on the order established during the Khanate
period, and the orders of the governor-general of the
country on the organization of public education served
as the legal basis.
During this period, the following new types of
educational institutions were operating in the territory
of Turkestan:
•
men's gymnasium;
•
women's gymnasium;
•
teachers' seminary;
•
City schools of education established according to
the guidelines of 1872;
•
religious schools under churches;
•
primary schools under the management of the
railway administration;
•
Russian-local universities;
private primary educational institutions.
In 1876, by the time the administration of educational
institutions of the Turkestan region was established,
the Russian population in Syrdarya region was 10,624
people (versus 4,000 in Tashkent), 31,930 people in
Yetti Suv region (14,400 in Verni), and the military
contingent was 40,000 people[2].
After the famine in Russia in 1891-1892, the wave of
emigrants to Turkestan increased. Only in 1904-1914,
about 20,000 Russian immigrants moved to
Semirechye. The Russian population grew from 67,000
in 1897 to 107,000 in 1907, 154,000 in 1911, and 255,000
in 1914. About 66,000 colonists live in Syrdarya region,
and the rest settle in other regions. Professor Marco
Buttini gives the following information about the
number of Russian peasants who randomly
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immigrated to Turkestan: in 1901 - 16 thousand families,
in 1905 - 23 thousand and in 1908 - 30 thousand families
[2].
Since 1907, the immigration policy of Tsarism was
aimed at increasing the number of new territories. The
new territories were connected with the desire of the
government of tsarist Russia to create a solid layer of
peasants in the regions that would become a base on
the outskirts of the colony, and it was supposed to
form an educational system for many immigrants.
From the 60s of the 19th century, the General
Governorate opened new educational institutions for
Russian children in various cities. In the Syrdarya
region, the first Russian schools were opened in Fort
No. 1 and Perovsk [3]. Also, the tsarist administration
began to open special vocational education
institutions for Russians in the Turkestan region. In
1894, the Tashkent School, in 1905 trade schools in
Tashkent and Samarkand, in 1904 the Institute of
Technological Railways on the Central Asian Railway
Line, the Tashkent Elementary School of Economics,
etc. [4 ].
An important element of Turkestan public education
was teacher training schools. In 1879, a teacher's
seminary was opened in Tashkent, and for ten years it
remained the only educational institution of pedagogy
in Central Asia. N.P. Ostroumov, organizer of public
education, master of religious studies, associate
professor of the Kazan Academy of Religious Studies,
led it until 1917 with some breaks. The main task of the
Tashkent teachers' seminary was to prepare graduates
for "non-Russian" schools. However, due to the high
demand, many graduates were sent to work in
government agencies.
It was an invention of the era of Russian-local schools
with an important component in solving the issues of
school education. Of course, in the first years of state
power, the tsar's administration faced great difficulties
due to the lack of personnel in city and regional
institutions, especially in the judicial system. On
December 19, 1884, at the opening ceremony of the
first Russian local school in Tashkent, he said, "This
territory was once subjugated and will forever become
an important part of our motherland. But how can we
achieve this? One of the most important conditions,
perhaps, is the widespread use of the Russian
language. If there were local residents, Sarts, and
Kyrgyz who spoke Russian fluently, it could be
considered that they had established Russian rule in
the region. It is a common truth that we are religious
children of the state and nation in the language we
speak. [5].
The Tsar's administration pursued more global goals in
the country. For them, Russian-local schools were a
way to Russify the population, as can be seen from the
above speech of the tsar's official. In local Russian
schools, they taught Russian language, mathematics,
history, Russian geography, natural science, "native
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reading and writing" and the basics of Islam. The
limited curriculum gives rise to the idea that the
government needs intellectuals only as a link between
the bureaucracy and the population.
At the end of the 19th and the beginning of the 20th
centuries, traditional schools were completely
destroyed. Chairman of the control commission for
local schools and madrasahs V.P. According to
Nalivkin's information about the condition of old
schools in Tashkent in 1901, out of 142 schools in the old
part of the city, 109 are located in mosques, 27 are in
teachers' houses, and 5 are near graves. In general, all
existing schools were located in the houses of teachers
and imams, and there was only one specially built
school. None of them met hygienic requirements. The
educational process in these schools was uneven and
unplanned, and was conducted in a scattered manner.
Targeted preparation of students for the next stage of
education, provision of continuity between the stages
of education has not been followed at all.
The establishment of Russian-local schools was first of
all one of the practical efforts of the colonialists to
strengthen their rule in the country. In the first years of
his administration, the tsar's officials felt a great need
for translators in managing the country. In particular,
the need for translators was very noticeable in the
formalization of regulatory documents, the study of
foundation properties, and the analysis of appeals to
courthouses. At the same time, tsarist Russia, behind
the establishment of "Russian-local" schools, aimed to
implement the plan of Russification of Turkestan[6].
Saidrasul Saidazizov's "Ustodi avval" (1902-1917) and
later Munavvar Qari's "Adibi avval" (1907-1917) in the
Uzbek classrooms of Russian-local schools, which
taught without textbooks for more than a quarter of a
century, from the academic years of 1902-1903. a
structured alphabet textbook was used. Also, S.
Gramenisky's textbooks "Pervaya kniga dlya chteniya",
"Vtoraya kniga dlya chteniya", "Tretya kniga dlya
chteniya" for Russian groups were created only after
25 years.
Majid Qadiri (1886-1938), Munavvar Qori, Shakirjon
Muhammad Rasul, Abdulla Avloni, who was originally
from Tashkent and knew Persian, Arabic, Turkish,
Russian and English languages well. standing in the
same line as the first arithmetic in Uzbek for Russian-
local and modern schools (Majid Qori. "Calculation
(basics of elementary education from mathematics)",
Tashkent 1910 (in 1913 and 1915 by the publishing house
"Turkistan Library" reprinted), geography (Majid Qori.
"Geography", Tashkent 1911) and was one of the
Methodist scholars who created grammar textbooks in
Chigato-Turkic (Uzbek) language. He was one of the
founders of the first charity fund of the "Jamiyati
Khairiya" society, and made a great contribution to
providing schools with methodical literature.
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In the 19th century, in the Russian-local schools and
educational institutions of Turkestan, without a clear
system of teaching methods, the educational process
was mainly organized in two directions:
Route 1 is a recommended method based on the
Ilminsky system, in which the teacher widely used the
native language of the audience during the lesson;
Direction 2 - as an imitation of the method of teaching
ancient languages in boys' gymnasiums, teachers
avoided live sound and mainly engaged in the
translation of texts.
By the beginning of the 20th century, first the Syrdarya
region, and then the entire Turkestan region, Russian-
local schools and institutions of learning were based on
Gramenisky's methodology of teaching the Russian
language. The mixed education of Russian and local
children in Russian-local schools played an important
role in promoting the Russian language and culture in
the country.
Saidrasul Saidazizi, who created the first alphabet
textbook and used it in Russian-local schools, Majid
Qadiri, who created the "Hisab" textbook and taught
arithmetic in the Russian-local school based on this
textbook, Hamza Hakimzoda Niyozi, Abdulla Avloni,
Mirmuhsin Shermuhamedov, the authors of a number
of elementary school textbooks such enlightened
pedagogues as Abdulla Kadiri, Cholpon and Botu,
writers and poets who left an indelible mark in Uzbek
literature with their brilliant works, and famous
statesmen such as Ubaidulla Khojayev also studied in
Russian-local schools.
Historically, it has been proven that a strong cultural
and educational movement in the country - Jadidism
was created as an alternative to public education
implemented by Tsarist Russia. However, this historical
reality in Soviet historiography was deliberately
distorted and received political labels such as "pan-
Islamism" and "pan-Turkism". The political repression
against the idea of Jadidism started by the colonial
power was continued in the Soviet totalitarian regime
and took on a strictly ideological tone. The pedagogical
views of Jadids about the renewal of education, which
were created taking into account the national
characteristics, were not accepted and recognized by
the Soviet authorities.
Representatives of the local political and intellectual
elite perceived the Russian invasion and the changes in
the socio-political, economic and cultural life of Central
Asia in different ways. Some intellectuals, seeing the
suppression of national and religious feelings of their
people in the colonial system, moved to various Islamic
countries in the Middle East - Afghanistan, Iran, Turkey.
Another group believed that the established rule of the
Russian Empire was temporary. Some of them actively
participated in all the national-liberation uprisings of
that time, hoping to speed up the process of colonial
rule and to restore the independence of the Central
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Asian countries. But there were those who left the
country without a military conflict with the powerful
Russian Empire, through the gradual reform of
traditional society through public education. They are
local educators and their supporters - Jadids, who
understand very well that one of the most important
reasons for the loss of state sovereignty is the political,
socio-economic and cultural backwardness of the
Central Asian society. In the second half of the 19th
century, prominent enlighteners, intellectuals from
different social states, but primarily representatives of
the first generation of intellectuals actively
participated in the socio-political and cultural life of
Central Asia. This was the basis for the emergence of
new ideas, turning their idea into a specific concept,
and turned education into politics.
Most importantly, new modern schools with a strong
educational system compared to the traditional
alphabet method made it possible to significantly
reduce the duration of education. In addition, changes
have developed curricula filled with new subjects and
literature. The Jadids insisted on teaching and learning
a wide range of natural and social sciences as part of
the educational system, and they introduced general
concepts such as "mental sciences". Active activities of
Jadids related to education brought significant results.
At the end of the 19th century, there were very few
schools based on new methods in Central Asia, but by
1911, their number reached 63, and the total contingent
was 4106.
Such facts, which indicate a positive trend in the field
of education, worried the tsarist government, which
tried not to leave the schools of the Turkestan General-
Governorship, based on new educational methods,
always unsupervised, because they saw that these
schools were striving to develop in their activities. By
"renewal" they meant anti-government views. The
negative attitude of the government to the new
schools was related to the fear of developing the
national identity of the indigenous peoples of the
region. That is why they prevented the development
and spread of Jadid schools in every possible way. For
the reasons mentioned above, the regional
administration preferred the politically reliable but less
effective,
ideologically
outdated
schools
of
confessional form under the complete control of
"kadimchilar" (conservative priests), because they had
absolutely no interest in expanding the educational
system” [7]. But the confrontation between the old
and the modern was the desired system of the tsar's
administration in Turkestan.
According to N. Ostroumov, the purposeful neglect of
Muslim schools led to the formation of a new
movement in public education, but this change
prompted it to become independent from state power
in a different way and in a distinctly separate trend.
Speeches of the same content moved the authorities.
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In 1908, the Governor-General of Turkestan and the
Ministry of Public Education submitted a new draft of
the "Regulations on Muslim Specialized Schools of
Turkestan Region" on the establishment of schools
based on new educational methods. (the first was
adopted in 1906). After three years of corrections in
the departments of the Ministry of Public Education,
on January 25, 1912, the Governor General of Turkestan
A.I. Samsonov confirmed the main points of this
document. They said that Turkestan General-
Governorship should give permission to open schools
based on new educational methods after checking
state specialized schools. It was noted that permission
to open schools will be given only to a local person
belonging to the nationality of the students. For
example, a Tatar teacher was not allowed to work as a
teacher in schools based on new educational
methods[8].
CONCLUSION
In short, tsarist Russia used a number of methods
aimed at strengthening the colonial policy in solving
the problems of public education not only in the
territory of Turkestan, but also in other national
regions. The main reasons for this were the colonial
interests of the imperial policy, and the main goal of
these interests was the cultural Russification of the
colonized peoples. In the 19th century, the
administration of Tsarist Russia in the country worked
to completely destroy the local education system and
completely neglected the national education system.
Jadidism, a cultural-educational movement formed as
an alternative to the colonial model of public
education, having the formed ideology of the national
liberation movement, was able to justify the
arguments against the colonial pressure and gave
impetus to the political struggle.
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Buttini, M. Revolution on the contrary. Central
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Abdurakhimova, N.A. (2003). The main
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Turkestan News. (1895). January 8, No. 1.
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