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7.
Макеева О. А. Актуальные направления реформирования
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предоставлению материального содержания по законодательству
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Сапожникова Т.А. Алиментные обязательства супругов и
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Ўзбекистон Республикаси Олий Кенгашининг Ахборотномаси,
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Nazarova Barchinoy, Teacher of secondary school of Andizhan region,
Republic of Uzbekistan
FROM THE HISTORY OF NATIONAL EDUCATION IN FERGHANA REGION
(1876-1917)
B. Nazarova
Abstract: The article analyzes the history of national schools and
madrassahs in Ferghana region with the help of scientific literature.
Keywords: national education, school, madrasah, national culture,
literacy, Fergana region.
After gaining its independence, Uzbekistan began to restore the past
history, ancient culture and spiritual values of our people. This process has
even risen to the level of public policy. It is known that for more than a
century the Uzbek people have gone through difficult and contradictory
periods of the Russian Empire and the Soviet era. But even in such a terrible
time, our people did not lose their identity. He preserved his language,
religion and faith. The First President of the Republic of Uzbekistan I.
Karimov focusing on the enlightenment and spirituality of the Uzbek people,
which has been gradually recovering over the years of independence,
emphasizes the following: “Enlightenment is the basis of the development of
society, the only force that can save it from inevitable destruction” [1; 18].
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Schools and madrassahs have played an important role in the history of
Turkestan culture for centuries. Especially after the formation of the
Fergana region in 1876, their number increased. The property of the
present-day Ferghana Valley was separated from the Bukhara Khanate in
the first half of the 18th century. An independent Kokand khanate was
formed in this region. Later, on February 19, 1876, the Kokand Khanate was
occupied by the Russian Empire. And in the official decree of the then
Minister of Defense of Russia D.Milyutin, issued on February 19, 1876, “the
newly occupied lands of the Kokand khanate until 1875 were annexed to the
empire by the Russian troops to be included” [2; 5].
The khanate was replaced by the Fergana region with its center in New
Margilan. During the khanate period, our national education, spirituality and
culture, which had been growing for centuries, went back a little. There are
a number of reasons for this: the dispute over the throne between the khans
of that period; It is possible to increase wealth and show religious harmony.
However, in the khanates, especially in the Kokand khanate, national
education, science, literature and art developed. The activity of the khanate
as a centralized state allowed to create a unique literary environment. In the
XIX century "Kokand literary environment" developed, and during this
period the founder of this environment Muhammad Said Amir Umarkhan
and artists such as Nodira, Uvaysi, Fazli, Ado, Khoziq, Mahmur, Ghazi, Fayzi,
Vahmi, Gulhani, Mushrif became famous. The Russian Empire sought to
eradicate the cultural and historical roots of our people and poison them
with the poison of colonialism. At this point, the evil general of the Russian
Empire, Skobelev, told his emperor, “The local people are more civilized
than we thought. We cannot subdue them… We can take under our wing only
by destroying all the relics of the past of this people, mosques and madrasas,
religious books, and extinguishing their spirituality”[3; 359]. Although it
dealt a great blow to the national culture and national education, it did not
succeed in losing it. This is due to the fact that in the past we were a Turkic
people with a high level of culture. The role of national education in the
spiritual upbringing of the people is very important. Before the Kokand
khanate, in particular, the Fergana region became part of the Russian
Empire, there was an old school, madrasah, qorihana, dalailkhana, otinoyi
schools. After the Fergana region became part of the Russian Empire, these
schools continued to operate. In 1876, 53% of the population of Fergana
region was literate. Before the October Revolution of 1917 in the Fergana
region there were national Muslim religious schools with the following
names. That is, the school (room) - the old school, madrasa, qorihana,
dalailkhana, otinoyi schools, new method (jadid) schools formed the
national education system. Adolescents graduated from the secondary
religious school. In Qorihan, only the Qur'an is taught to recite from memory.
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It took 3-4 years to memorize 30 Qur'anic verses. A person who teaches in a
sanctuary is called a qori teacher, and those who graduate from a qori are
called qori. The number of sanctuaries was very large and was maintained
at the expense of the foundation's income. There were a lot of sanctuaries,
especially in Kokand. The madrasa is a place of higher religious education,
where graduates are admitted, students are called students (mullahs), and
teachers are called mudarris. The madrassa was closed on Wednesdays,
Thursdays and Fridays. These days, students read independently.
After the Russian conquest of Central Asia, the number of madrassas
initially decreased slightly, and then increased from year to year, especially
in the Fergana region. According to Bobobekov Haydarbek in the “History of
Kokand”, A.L. The people of the Ferghana Valley paid great attention to the
issue of education. For example, he writes that he collected statistics on
some cities in the Ferghana Valley for 1875-1876. The increase in the
number of national educational institutions is shown in Table 1 which
below.
Table 1. Increasing the number of schools, madrasas and mosques in
Fergana region (1875-1876). [4; 5].
№
Name
of
cities
Number
of
mosques
Number
of schools
Number
of
madrasahs
1
Kokand
300
120
40
2
Margilon
300
80
10
3
Andizhan 200
60
6
4
Namanga
n
250
100
5
5
Uzgen
70
20
4
6
Balikchi
50
10
3
According to S.M. Gramenitsky, who also had many national (old)
schools in the Fergana region at the end of the 19th century, “In 1899, there
were 4,632 national (old) schools, including the Syrdarya, Samarkand and
Fergana regions. 44,773 students”. In 1900, there were 5,418 national (old)
schools in those provinces, with 57,159 students. In 1910, the number of
national (old) schools was 6,003 in the three provinces. As of January 1,
1913, the number of national (old) schools in the Fergana region was 2,559,
with 31,112 students. These schools were mainly cultural institutions
providing primary, secondary and higher religious education. There were
times. An experienced teacher was not limited to religious education, but
also provided secular education. Students are literate and have learned
some math. There is a lot of literature, history and geography in schools. At
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the beginning of the 20th century, the Turkestan Jadids, who raised the flag
of national liberation and began to play a significant role in ensuring the
unity of national forces, attracted the attention of the world community. The
Jadids of Turkestan greatly contributed to the development of national
education in the Fergana region. The Jadids began to establish their own
national schools, which could become the center of new methods in public
education and a reliable means of preserving the national culture, Islam,
traditions and customs. These schools were called the "new way" - jadid
schools. In Jadid schools, folk history was taught on the basis of new secular
textbooks in mathematics, medicine, geography, and mother tongue. The
Jadids began to teach secular history related to the history of the Turkic
peoples and the land of Turkestan. They taught the history of a single nation
and a single homeland. The first Jadid schools operated in the cities of
Andijan and Kokand in the Fergana region. The national ideas of the Jadids
became the national ideas of the Uzbek people and created an opportunity
for the formation of the spiritual unity of the Uzbek people. Jadid schools
were opened in Kokand by Saloxiddin in 1898 and by Shamsiddin in 1899 in
Andijan. Answering the questions of Turkestan newspaper correspondents
about the activities of Jadids, Islam Karimov said: emphasizes [5; 87].
Indeed, the Jadids’ exemplary work in the field of spirituality and
enlightenment of the progressive intellectuals in the Fergana Valley is
commendable. New methods of education have taken shape in schools.
A.Fitrat, S.Aini, A.Avloni, Mominjon Muhammadjon ogli, F.Khojayev, Botu,
Cholpon and others, who taught at the Jadid school, worked honestly in the
field of national education. All the governors-general of Turkestan worked
hard to limit the national education system in the country and turn it into
Russian schools, but despite all the persecution and pressure, their number
increased year by year. A commission of senator Count Palen, who inspected
the governor-generalship in 1908, pointed out the errors and found these
schools to be dangerous. Several jaded schools were closed under various
pretexts. Uzbekistan's independence has had a positive impact on the
development of the national education system. Under the influence of the
national pedagogy, the process of improving education has begun. National
pedagogy, which has long been isolated from the outside world and has not
benefited from the experience of another country's history or the national
educational pedagogical heritage, has entered the world arena. The
Constitution of the Republic of Uzbekistan stipulates that there can be no
dominant ideology in society, and the public education system is tasked with
forming a well-rounded and confident national consciousness, a person who
knows the history of the nation. Public education in the newly independent
Republic of Uzbekistan is developing on the basis of healthy national ideas
and universal views.
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106
References:
1. Karimov IA. There is no future without historical memory. -T .:
"Sharq" 1998. Page 18
2. Bobobekov Haydarbek "Is Central Asia annexed to Russia" // "Science
and Life" October 1989, page 4
3. Ibrokhimov Abdukahhor “Bizkim o'zbeklar…” T .: “Sharq” 2001 359
pages
4. Bobobekov Haydarbek "Kokand khanate" T .: "Science" 1996, issue 5
5. “Pictures from the history of Andijan” “Andijan” publishing house,
2008, page 87
6. Shamsuddinov TR, Karimov.Sh “History of the Motherland” T .:
“Sharq” 2003
7. Bobobekov Haydarbek “Were Uzbeks illiterate in the past” // “Science
and life” 1989, issue 5
8. "Turkestan during the colonial period of Tsarist Russia" T .: "Sharq"
2000
9. RAndijan State University named after Z.M.Boburlov BM “Turkistan
madrasahs” Science and life ”No. 2, 1996
10. Kholdarov T. "The role of modern schools in the cultural and
educational life of the region."
Islombek Odilov, student of Andizhan Machine-Building Institute, Republic
of Uzbekistan
HUMAN RIGHTS AND THE UNIVERSAL DECLARATION AND ITS
REFLECTION IN THE CONSTITUTION OF THE REPUBLIC OF UZBEKISTAN
I. Odilov
Abstract: this article shows the unique features and similar and
dissimilar of the laws mentioned in the Constitution of the Republic of
Uzbekistan and the human rights and the Universal Declaration, accurately
clarifies every features by giving examples
Keywords: declaration, constitution, unique features, article, human
rights, national tradition, citizens, liberty.
The greatest achievement of Uzbek people is Constitution of our country
– the result of national Independence of our homeland. Paying attention to
order and behavior for a long time traditional habit. There were a lot of laws
which served for the countries strength and its national benefits in some
countries till Temurids period and later period. The first Constitution of the
