{"title":"1920年日托米尔地区维索卡皮奇村的普罗维塔公司的活动","authors":"G. Kucherov, Oksana Palyliulk","doi":"10.25264/2409-6806-2023-34-27-31","DOIUrl":null,"url":null,"abstract":"The article examines the process of formation of the cultural and educational society «Prosvita» in the village of Visoka Pich of Zhytomyr County in 1920. Considering the lack of any historical materials about the educational center on the Internet, this article is actually the first attempt to analyze archival materials and carry out a comprehensive study of the activities of rural educators. The circumstances of the formation of «Prosvita» are clarified, its educational activities are reflected, in particular, the organization of training for illiterate and literate adults. The financial activity of «Prosvita» was tracked, thanks to which funds were obtained and expenses were incurred for the needs of the cell. As can be seen from archival materials, the society had the most diverse sources of income and expenses, which testified to its diverse work. Among the various forms of cultural and educational work, as evidenced by the documents, enlightened people paid special attention to the organization of concerts, plays, and rallies. In addition to material profit, they contributed to the education, development and entertainment of the population. The authors drew attention to the ascetic work of rural enlighteners: O. Mysko, M. Stolyar, V. Shtuly, and others. It was thanks to their dedicated work that it was possible to achieve acceptable results in 1920. The place and role of family parties in the lives of enlightened people and their families is analyzed. The publication presents tables showing the cultural and educational activities of the «Prosvita» society. They provide statistical information that testifies to the dynamic work of enlightened people. 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引用次数: 0
摘要
本文考察了1920年日托米尔县Visoka Pich村文化教育社会“普罗斯维塔”的形成过程。由于网络上缺乏有关教育中心的史料,本文实际上是第一次尝试对档案资料进行分析,对农村教育工作者的活动进行全面研究。澄清了“普罗维塔”的成立情况,反映了其教育活动,特别是组织对文盲和识字的成年人的培训。对" provita "的财务活动进行了跟踪,因此获得了资金,并为该小组的需要支付了费用。从档案资料中可以看出,社会的收入和支出来源是最多样化的,这证明了它的工作是多样化的。在各种形式的文化教育工作中,文明人特别重视音乐会、戏剧和集会的组织。除了物质利益外,他们还为人们的教育、发展和娱乐做出了贡献。作者提请注意农村启蒙者的苦行工作:O. Mysko, M. Stolyar, V. Shtuly,和其他人。正是由于他们的辛勤工作,才有可能在1920年取得可接受的成果。分析了家庭聚会在开明人士及其家庭生活中的地位和作用。该出版物列出了“普罗维塔”社会文化和教育活动的表格。它们提供的统计信息证明了开明人士的活跃工作。它的分析使人们能够追踪村中心在运作方面的成就和差距。
ACTIVITIES OF «PROSVITA» COMPANY IN VYSOKA PICH VILLAGE OF ZHYTOMYR REGION IN 1920
The article examines the process of formation of the cultural and educational society «Prosvita» in the village of Visoka Pich of Zhytomyr County in 1920. Considering the lack of any historical materials about the educational center on the Internet, this article is actually the first attempt to analyze archival materials and carry out a comprehensive study of the activities of rural educators. The circumstances of the formation of «Prosvita» are clarified, its educational activities are reflected, in particular, the organization of training for illiterate and literate adults. The financial activity of «Prosvita» was tracked, thanks to which funds were obtained and expenses were incurred for the needs of the cell. As can be seen from archival materials, the society had the most diverse sources of income and expenses, which testified to its diverse work. Among the various forms of cultural and educational work, as evidenced by the documents, enlightened people paid special attention to the organization of concerts, plays, and rallies. In addition to material profit, they contributed to the education, development and entertainment of the population. The authors drew attention to the ascetic work of rural enlighteners: O. Mysko, M. Stolyar, V. Shtuly, and others. It was thanks to their dedicated work that it was possible to achieve acceptable results in 1920. The place and role of family parties in the lives of enlightened people and their families is analyzed. The publication presents tables showing the cultural and educational activities of the «Prosvita» society. They provide statistical information that testifies to the dynamic work of enlightened people. Its analysis makes it possible to trace achievements and gaps in the functioning of the village center.