Labor colony named after Gorky. Colony named after

I bring to the attention of everyone who is interested in colonial culture, labor education in the community, self-sufficiency in agricultural products, resocialization of criminals, command pedagogy, application of the skills, ideas and methods of Anton Makarenko in modern conditions, your own summary. All quotations are given according to the publication: Makarenko A.S. Pedagogical poem. Moscow, Fiction, 1987 . My notes and thoughts are highlighted! ...!

The main social task of post-Soviet countries is a change of elites. Unfortunately, powerful pressure from the United States has been bringing to power for the third decade not the elite, but the comprador bourgeoisie, plundering the national natural resources and transferring all their income to Western banks. We cannot change anything at the global level. It would seem that.

In reality, change does not start from the top, not at the highest levels of government. Management is based on information flows, and totalitarian forms of power, especially those under foreign control, cannot receive effective information. Second-class managers surround themselves with third-class subordinates, thus creating an ineffective pyramid of power. Management in this case is simply impossible.

Currently, countries with a colonial past are thriving - the USA, Canada, India. To one degree or another, Chinese civilization is colonial and even expansion Kievan Rus and then the Moscow kingdom was based on the pioneering development of natural resources and the self-organization of small close-knit groups. Of great importance in the development of the natural resources of the Urals, Siberia, the Far North and Far East had the labor of convicts, their self-organization. In history, the second country in the world today in terms of welfare of the broad masses of the population is Australia - a country of outcasts and convicts, a country with extremely high level local government.

The elite is formed at the primary level of social labor; labor binds people together and in direct contact with natural resources and technology, the best teams provide others with models of behavior and bring forward a certain type of elite. Commander pedagogy Makarenko highest achievement has the fact that everyone in his colony knew how to obey and knew how to command in solving various tasks suitable for his character and knowledge.

Makarenko A. Pedagogical poem (written 1925-1935).

PART ONE

1. Conversation with the governor! Kremenchug, Poltava province, Ukraine!

In September 1920, the head of the provincial government summoned me to his office and said:
- That’s what, brother, I heard you swear a lot there... that’s what your labor school was given this very thing... the Gubernia Economic Council...
- How can you not swear? Here you will not only quarrel - you will howl: what kind of labor school is there? Smoky, dirty! Does this look like school?
- Yes... It would be the same for you: build a new building, install new desks, then you would study. It’s not about the buildings, brother, it’s important to educate a new person, but you, teachers, are sabotaging everything: the building is not like that, and the tables are not like that. You don’t have this very... fire, you know, such a revolutionary one. Your pants are untucked!
- I just don’t have it on.
- Well, you don’t have a lot of clothes... The intellectuals are lousy!.. So I’m looking, I’m looking, there’s such a big thing here: there are these same tramps, boys - you can’t walk down the street, and they’re climbing into apartments. They say to me: this is your business, People’s Education Department... Well?
- What about “well”?
- Yes, this is the same thing: no one wants it, no matter who I tell them, they will kill them with their hands and feet, they say. You should have this office, books... Put on glasses over there...
I laughed:
- Look, the glasses are already in the way!
“I’m telling you, you should read everything, but if they give you a living person, then you, that’s it, a living person will kill me.” Intellectuals!
The governor angrily pricked me with his small black eyes and, from under his Nietzschean mustache, spewed blasphemy against our entire teaching fraternity. But he was wrong, this provincial governor.
- Listen to me...
- Well, what about “listen”? Well, what can you say? You will say: if only it were the same... like in America! I recently read a little book on this occasion - they slipped it in. Reformers... or whatever it is, stop! Yeah! Reformatoriums. Well, we don't have that yet. (Reformatoriums are institutions for the re-education of juvenile offenders in some countries; children's prisons).
- No, listen to me.
- Well, I’m listening.
- After all, even before the revolution, these tramps were dealt with. There were colonies of juvenile delinquents...
- This is not the same, you know... Before the revolution, this was not the same.
- Right. This means that a new person needs to be made in a new way.
- In a new way, you are right.
- But no one knows how.
- And you don’t know?
- And I don’t know.
- But I have this very thing... there are people in the provincial government who know...
- But they don’t want to get down to business.
- They don’t want to, bastards, that’s right.
- And if I take it, they will kill me from the world. No matter what I do, they will say: wrong.

P.5! 6 km from Poltava!

2. The inglorious beginning of the Gorky colony

Six kilometers from Poltava on sandy hills - two hundred hectares pine forest, and along the edge of the forest is the highway to Kharkov, boringly sparkling with clean cobblestones.
There is a clearing in the forest, about forty hectares. In one of its corners there are five geometrically regular brick boxes, which together make up a regular quadrangle. This is a new colony for offenders.
The sandy area of ​​the yard descends into a wide forest clearing, towards the reeds small lake, on the other bank of which there are fences and huts of a kulak farm. Far beyond the farm, a row of old birch trees and two or three more thatched roofs are painted in the sky. That's all.
Before the revolution, there was a colony of juvenile delinquents here. In 1917 she fled, leaving behind very few pedagogical traces. Judging by these traces, preserved in tattered diary journals, the main teachers in the colony were men, probably retired non-commissioned officers, whose duties were to monitor every step of the pupils both during work and during rest, and at night to sleep next to them. with them in the next room. From the stories of the peasant neighbors, one could judge that the uncles’ pedagogy was not particularly complex. Its external expression was such a simple projectile, like a stick.

P.14! the first 6 pupils are Zadorov, Burun, Volokhov, Bendyuk, Good and Taranets, four are already 18 years old, armed robberies, and two for theft!

And then it happened: I couldn’t stay on the teaching rope. In one winter morning I suggested to Zadorov that we go chop wood for the kitchen. I heard the usual perky and cheerful answer:
- Go chop it yourself, there are a lot of you here!
This is the first time they addressed me on a first name basis.
In a state of anger and resentment, driven to despair and frenzy by all the previous months, I swung my hand and hit Zadorov on the cheek. It hit him hard, he couldn’t stay on his feet and fell onto the stove. I hit him a second time, grabbed him by the collar, lifted him up and hit him a third time.
I suddenly saw that he was terribly scared. Pale, with shaking hands, he hurried to put on his cap, then took it off and put it on again. I probably would have still beaten him, but he whispered quietly and with a groan:
- Sorry, Anton Semenovich...
My anger was so wild and immoderate that I felt: if anyone said a word against me, I would rush at everyone, I would strive to kill, to destroy this pack of bandits. I found myself with an iron poker in my hands. All five pupils stood silently by their beds, Burun was in a hurry to adjust something in his suit.
I turned to them and tapped the headboard with the poker:
- Either everyone immediately go to the forest, to work, or get the hell out of the colony!
And he left the bedroom.
Walking to the barn where our tools were located, I took an ax and frowned as the students dismantled axes and saws. The thought flashed through my mind that it would be better not to cut down the forest that day - not to give the students axes in their hands, but it was too late: they received everything they were entitled to. doesn't matter. I was ready for anything, I decided that I would not give my life for nothing. I also had a revolver in my pocket.

So, the pedagogical theory did not work, the thieves' ethics and normal human instincts worked!

To my surprise, everything went perfectly. I worked with the guys until lunch. We cut down crooked pine trees in the forest. The guys generally frowned, but the fresh frosty air beautiful forest, removed by huge caps of snow, the friendly participation of a saw and an ax did their job.
During the break, we embarrassedly lit a smoke from my supply of tobacco, and, blowing smoke towards the top of the pine trees, Zadorov suddenly burst out laughing:
- That's great! Ha-ha-ha-ha!..
It was nice to see his laughing, rosy face, and I couldn’t help but answer him with a smile:
- What's great? Job?
- The work goes without saying. No, but this is how you drove me away!
Zadorov was a big and strong young man, and it was, of course, appropriate for him to laugh. I was surprised how I decided to touch such a hero.
He burst into laughter and, continuing to laugh, took an ax and headed towards the tree:
- History, ha-ha-ha!..
We dined together, with appetite and jokes, but did not remember the morning events. I still felt awkward, but I had already decided not to give up and confidently made arrangements for the afternoon. Volokhov grinned, but Zadorov came up to me with the most serious face:
- We are not so bad, Anton Semenovich! It's gonna be all right. We understand…

3. Characteristics of primary needs

In the field of discipline, the Zadorov case was a turning point. I must tell the truth, I was not tormented by remorse. Yes, I beat up a student. I experienced all the pedagogical absurdity, all the legal legality of this case, but at the same time I saw that the purity of my pedagogical hands was a secondary matter in comparison with the task facing me. I firmly decided that I would become a dictator if I did not master another method. After some time, I had a serious clash with Volokhov, who, being on duty, did not clean the bedroom and refused to clean it after my remark. I looked at him angrily and said:
- Don't make me angry. Take it away!
- But the fact that? Will you hit me in the face? You have no right!..
I took him by the collar, brought him closer to me and hissed in his face completely sincerely:
- Listen! Last time I warn you once: I won’t punch you in the face, I’ll mutilate you! And then you complain about me, I’ll go to the police station, it’s none of your business!
Volokhov broke free from my hands and said with tears:
“There’s no point in going to the police station for such a trifle.” I'll take it away, to hell with you!
I thundered at him:
- How do you talk?
- How can I talk to you? Come on..!
- What? Swear...
He suddenly laughed and waved his hand.
- Here’s a man, look... I’ll clean it up, I’ll clean it up, don’t shout!
It must be noted, however, that I did not think for a single minute that I had found in violence some kind of omnipotent pedagogical means. The incident with Zadorov cost me more than Zadorov himself. I began to fear that I might rush in the direction of least resistance. Of the teachers, Lidia Petrovna directly and persistently condemned me. That evening she put her head on her fists and said:
- So have you already found a method? Like in bursa, right? (Bursa is a dormitory at theological seminaries and schools, synonymous with a harsh regime and rough morals with the use of corporal punishment (ZT. Pomyalovsky Nik Gerasimovich M. 1951. Essays on Bursa)).

... Ekaterina Grigorievna (experienced teacher) ...: The most unpleasant thing is that the guys talk about your feat with rapture. They are even ready to fall in love with you, and Zadorov is the first. What it is? I don't understand. What is this, a habit of slavery?
I thought a little and said to Ekaterina Grigorievna:
- No, this is not about slavery. It's somehow different here. Analyze it carefully: after all, Zadorov is stronger than me, he could cripple me with one blow. But he is not afraid of anything, neither are Burun and others. In this whole story they do not see beatings, they see only anger, a human explosion. They understand perfectly well that I could not have beaten him, I could have returned Zadorov, as incorrigible, to the commission, and I could have caused them a lot of important trouble. But I don’t do this, I took a dangerous, but human, and not a formal act. But they obviously still need a colony. It's more complicated here. In addition, they see that we work hard for them, after all, they are people.

A week later, in February 1921, I brought a dozen real homeless and truly ragged children on a furniture line. We had to tinker with them a lot to wash them, dress them somehow, and cure the scabies. By March there were up to thirty children in the colony.

Most of them were very neglected, wild and completely unsuited to fulfill the socialist dream. They have not yet had that special creativity that supposedly makes children’s thinking very close in type to scientific thinking.
There were also more educators in the colony. By March we already had a real pedagogical council.

Very few colonists had boots on their feet, while the majority wrapped their feet in footcloths and tied them with ropes...
Our food was called conder. Other food was random. At that time, there were many different nutritional norms: there were ordinary norms, increased norms, norms for the weak and for the strong, norms for defective norms, sanatorium norms, hospital norms. With the help of very intense diplomacy, we sometimes managed to convince, beg, deceive, bribe with our pitiful appearance, intimidate the colonists with a rebellion, and we were transferred, for example, to the sanatorium norm...

Sometimes we managed to exert such strong pressure that we even began to receive meat, smoked meats and sweets, but our life became all the sadder when it was discovered that the morally defective had no right to this luxury, but only the intellectually defective.
Sometimes we were able to make forays from the sphere of narrow pedagogy into some neighboring spheres, for example, to the provincial food committee, or to the food committee of the First Reserve, or to the supply department of some suitable department. The National Education Department categorically prohibited such guerrilla warfare, and forays had to be done in secret.
For the sortie, it was necessary to arm yourself with a piece of paper, which contained only one simple and expressive assumption:
“The colony of juvenile delinquents asks for the release of one hundred pounds of flour to feed the inmates.”
In the colony itself, we never used words such as “criminal”, and our colony was never called that. At that time we were called morally defective. But for outside worlds the last name was not suitable, because it reeked too much of the smell of the educational department.

The primary need for humans is food. Therefore, the situation with clothes was not as depressing for us as the situation with food. Our students were always hungry, and this greatly complicated the task of their moral re-education. The colonists were able to satisfy only a certain, small part of their appetite using private methods.
One of the main types of private food industry was fishing. In winter it was very difficult. The most the easy way there was a devastation of the yateri (a network in the shape of a tetrahedral pyramid), which were installed by local farmers on a nearby river and on our lake.

The second way of privately obtaining food was trips to the market in town. Every day, the caretaker Kalina Ivanovich harnessed Baby - a Kyrgyz - and went for food or on a trip to the institutions. Two or three colonists followed him, who by that time began to feel the need for the city: to the hospital, for interrogation by the commission, to help Kalina Ivanovich, to hold the Kid. All these lucky people usually returned from the city well-fed and brought something to their comrades. There was no case of anyone falling asleep at the market. The results of these trips had a legal appearance: “my aunt gave me”, “I met an acquaintance.” I tried not to offend the colonist with dirty suspicion and always believed these explanations. And what could my distrust lead to? Hungry, dirty colonists, scouring for food, seemed to me ungrateful objects for preaching any kind of morality on such trivial occasions as stealing a bagel or a pair of soles at the market.

In our mind-boggling poverty there was one good side, which we never had again. We, the teachers, were equally hungry and poor. We received almost no salary at that time, we were content with the same air conditioner and wore approximately the same rags. Throughout the winter I had no soles on my boots, and a piece of footcloth always came out.

So, common table, general supply, general housekeeping, common destiny – this is precisely the principle being developed in a modern ecological colony on an island in Norway. It is clear that prisoners do not bring stolen bagels or roach from the nearest Norwegian market to the hungry guards. But common dining room for prisoners and staff, everyone eats nearby what the chefs have prepared for all the colonists.

If we talk about the army, there cannot be a separate officers’ mess; if we talk about a patriotic summer camp, educators are not prepared separately. Well, how good example Soviet culture, still alive today, is food for archaeological and other expeditions, where “hard-to-educate children” traditionally participate: adults, students, and schoolchildren are on duty. Everyone eats nearby and all from one pot!

Upton Semenovich Makarenko(1888-1939) - Soviet teacher and writer. After graduating from the Poltava Teachers' Institute in 1917, he headed the Kryukovsky railway and Poltava city schools. He led the “labor colony for defective children” of the Poltava gubernial education department, which became a colony named after 1921. M. Gorky, as well as from 1923 to 1926 - an experimental demonstration institution of the People's Commissariat of Education of the Ukrainian SSR. Working in the colony named after. Gorky, Makarenko at the same time organized the Children's Labor Commune. F. E. Dzerzhinsky near Kharkov: head of the commune (since 1928), head of the pedagogical unit (since 1932), head of the commune (since 1935). He headed the juvenile colony No. 5 in Brovary (1936), and soon he was appointed deputy head of the department of labor colonies of the NKVD of the Ukrainian SSR (1937). He moved to Moscow in 1937. While educating juvenile delinquents and orphans, Makarenko pointed out that it is not children left to their own devices that are “defective,” but rather the relationship between the child’s personality and society that is abnormal. Deprived of parental care, torn from normal social connections, deprived children in a labor colony were formed under the influence of Makarenko’s pedagogical system. Rejecting traditional “penal pedagogy.” Makarenko formulated the principle: “As many demands on a person as possible and as much respect for him as possible.” IN pedagogical process labor colony, it was not preparation for activity, but the production activity, which contributed to the restoration of connections between adolescents and society. “We want to educate a cultured Soviet worker. Therefore, we must give him an education, preferably a secondary one, we must give him qualifications, we must discipline him, he must be a politically developed and devoted member of the working class, a Komsomol member, a Bolshevik,” wrote Makarenko. He argued that the army collective represents ideal model a school that will educate a “cultured Soviet worker.” “You cannot teach a person to be happy, but you can educate him so that he is happy,” the teacher believed. The education system is based on the following pedagogical principles: 1) labor activity to ensure the welfare of the colony, and the pupils themselves controlled the results of their labor; 2) self-government; 3) collective responsibility, in which the entire squad is responsible for the misconduct of one. Just like I.P. Ionia and P.N. Lepeshinsky, Makarenko created his own labor colony and commune under the influence of the “Regulations on the Unified Labor School.”

“Labor without accompanying education, without accompanying political and public education does not bring educational benefits, it turns out to be a neutral process. You can force a person to work as much as you like, but if at the same time you do not educate him politically and morally, if he does not participate in public and political life, then this work will simply be a neutral process that does not give positive result"- wrote the teacher. Meaning pedagogical activity was not to identify the child’s orientation, according to her individual, including biological needs, but to general process organization of children's life, social and collective relations, during which the personality of the colonist is formed. The creation of a cohesive team of colonists occurred by combining productive labor in workshops, in agriculture, and self-service with education. According to Makarenko, it is “the team that is the educator of the individual,” which will become the goal-setting factor of all Soviet pedagogy. The militarized nature of collective education is very attractive both for the teacher and for the colonists, however, deprived of any other opportunities. “Where educators are not united into a team and the team does not have a single work plan, a single tone, a single precise approach, there can be no educational process,” the teacher argued. Makarenko developed the principles and methods of managing a team: parallel pedagogical action, promising lines, a combination of trust and demand, advances to the individual, etc. “The team of teachers and the team of children are not two teams, but one, and the pedagogical team”, if you feel that you “I don’t have enough knowledge, don’t be shy to sit at a desk next to your students.” The “Method of Parallel Pedagogical Action” formulated by Makarenko activated the team of teachers together with the colonists. In the commune, groups of students of different ages were created, self-government was carried out at general meetings, and councils of commanders were active. Education through the collective carried out the formation of the discipline of the colonists, the creation of pedagogical traditions in the colony. Properly formulated and delivered socially meaningful goal allowed all team members to participate in joint work. Makarenko paid attention to creating an optimistic atmosphere in the team and an emotionally heightened mood in the pedagogical process. Special attention. In relations with students, in the process of constant pedagogical search, Makarenko developed a method of “promising lines” in education, in which the child should feel that “tomorrow’s joy” awaits him. “Pedagogy of events” assumes that the collective develops only in the process of actions that have meaning for each and for all communards. However, the concept of revolutionary pedagogy was changing dramatically by the end of the 1920s. Makarenko’s emphasis on paramilitary forms of the collective of pupils was rejected by the leadership of the People’s Commissariat for Education and, in particular, N.K. Krupskaya and A.V. Lunacharsky in the 1920s. However, even after the change of power in Nakrompros in the 1930s. Makarenko continued to be criticized for his “outdated views” on the organization of a “labor school-commune.” In 1928, A. M. Gorky came to the colony, supported and defended the pedagogical experiment, and wrote about the teacher. However, the official leaders of education recognized him pedagogical system non-Soviet, Makarenko was removed from the management of the colony. “The colony is living poorly, four managers have already changed after me, irreparable stupidities have been done there, there is no team, it’s a walk-through yard...” - entry in the diary of 1933. History of the colony named after. M. Gorky is described by Makarenko in the “Pedagogical Poem” (1933-1935), the history of the Commune. F. Dzerzhinsky - in the story “Flags on the Towers” ​​(1938). Makarenko is the author of “Books for Parents” (1937).

A.S. Makarenko was the founder of the labor colony named after M. Gorky and worked there from 1920 to 1928. Until May 15, 1926, the colony was located near Poltava, in Triby and Kovalevka, and from mid-May it moved to Kuryazh, near Kharkov. Therefore, the pupils who lived only in Kuryazh often call themselves Kuryazhites, and the 120 colonists who came from Kovalevka liked to call themselves Gorky colonists. But the so-called “conquest of Kuryazh” led to the rapid formation of a single team. At the end of 1927, Anton Semenovich took part-time leadership of the commune named after F. Dzerzhinsky, where 60 Gorky colonists, who formed the core of the commune, were transferred.

A.S. Makarenko wrote in his “Pedagogical Poem”: “It was not so much moral convictions and anger, but this interesting and real business struggle that gave the first sprouts of a good collective tone. In the evenings we argued, and laughed, and fantasized about topics about our adventures, became related on separate occasions, and formed into a single whole, whose name is Gorky’s colony.”

Unforgettable for all the colonists was the meeting with Maxim Gorky - their friend, boss and teacher, who gave everyone a piece of his heart.

A.S. Makarenko was faced with the task of creating a strong, able-bodied team from the students, who would themselves become an educational force. A.S. Makarenko came to the conclusion that a team can only be created on the basis of socially useful productive labor, in the process of which new social relations should be formed.

Anton Semenovich began his educational work in the colony with the organization of an activist group. Step by step, attracting colonists to socially useful work, setting tasks for the team as a whole and its individual members, gaining authority and respect personal example, he created a team. The colonists worked in the fields and gardens, protected the road from robbers, and the state forest from logging. Practical actions brought tangible results in the moral recovery and education of former street children.

From the first days, a library was created in the colony, staffed by Anton Semenovich. The colonists' love of reading, as well as evening collective readings had a great educational effect. A. M. Gorky’s works “Childhood”, “In People”, “My Universities” were especially loved.

There were several detachments in the colony, each of them was headed by commanders who formed a council of commanders. Makarenko relied on him in all educational work and in organizing the labor activities of the colonists. The Council of Commanders discussed and resolved issues of organizing everyday life and educational process, cultural and educational work, managing the colony’s economy, accepting new members and others.

The colony’s successes in educational work were highly noted by the People’s Commissariat of Education of Ukraine: in honor of the fifth anniversary of the founding of the colony, A.S. Makarenko was awarded the title “Red Hero of Labor”, and the employees were awarded valuable gifts. The colony met the year 1926 with significant successes. The economy became stronger, and a good harvest of grain was obtained from the fields. By that time, the colony had a livestock farm, a garden, and workshops. More and more attention was paid to studies. A.S. Makarenko cared about students receiving solid knowledge, believing that this determines a person’s path in life. The team of educators has also become stronger. By that time, he could already solve any problems that required organization and strong discipline. This was especially important before moving to the Kuryazh colony, where 400 children lived in the premises of the former monastery.

The harmony of individual and collective feelings can be observed in the situation that arose in the colony before the “conquest of Kuryazh”. The colonists felt the need to give everything to the collective. And it wasn't a sacrifice at all. Answering the doubts of student Mark Sheingauz, who was afraid that the good life of the Gorkyites could turn bad in Kuryazh, Anton Semenovich said: “But they are going to fight. This, Mark, is a great happiness when you can go fight for better life» .

A.M. Gorky was interested in the life of the colony, corresponded with A.S. Makarenko and the students, highly appreciating the results of their work. Already in the first year of the colony’s existence, in 1921, it was named after A.M. Gorky. The name "Gorkovets" was acquired by the colonists great importance. Makarenko said that they were supported and helped by Gorky’s faith in man. Only by drawing on the best in a person can you make him more beautiful and taller.

The pupils of the colony named after M. Gorky understood that the life of the team created by Anton Semenovich was aimed at the formation of a new person, whose traits we visibly feel in the affairs of the graduates of this team.

No matter what positions they worked in, they everywhere affirmed the spirit of optimism, humanism, camaraderie, and confidence in their own strengths and in the future. Through trust and respect, combined with demand, A.S. Makarenko instilled in them a readiness for work and defense.

The outstanding teacher demanded such an attitude towards work when it becomes an organic necessity. Further destinies pupils proved the great power of productive labor combined with mental, moral, physical and aesthetic education. According to A.S. Makarenko, in the colony and commune half of the work was done with a smile. The students constantly maintained a spirit of good humor and a sense of responsibility.

The Dzerzhinsky commune - a children's educational institution - was created in the village of New Kharkov (a suburb of Kharkov) in the system of institutions of the GPU to combat child homelessness using voluntary deductions from the salaries of security officers of Ukraine. On December 29, 1927, the colony was opened, headed by teacher Anton Makarenko. Both street children and children from families came to the commune. The communes received a broad general education. One of the basic principles of education in the commune was the combination of education with productive work. At the beginning of its journey, it was a very small children's group, transferred from the M. Gorky colony. This team had only one house, a small semi-makeshift workshop, which could not accommodate even the first 60 students. Over the course of five years, the commune turned into a powerful educational institution, whose students not only studied, but also worked in the power tool and camera factories they built.

Hundreds of communards studied every day for 4 hours at school or at a workers' school, and worked for four hours, producing power tools and FED cameras, from the sale of which the collective of communards had the means to support themselves and expand production. The introduced cost accounting helped the communes see the fruits of their labor, they developed a sense of ownership.

The commune named after F.E. Dzerzhinsky was an excellent example of the implementation of the idea of ​​combining education with productive labor, moral, physical and aesthetic education. They had real student self-government, which gave rise to an attitude of responsible dependence. Communar education gave the country a cultured worker, capable of not only being a commander in any industry, but also capable of submitting to a comrade. Commanders, as elected single commanders with great power, were tied hand and foot in those cases when they began to contrast the narrow personal principle with the social one.

In the commune, as in the colony, there were properly organized relations between the primary collectives (detachments) and the general collective. The common collective of the commune was the link between the individual and society. At every moment of impact on the communard, there was an impact on the collective. At the same time, the impact on the collective was also an impact on the individual.

The system of organizing the collective in the commune was the same as in the colony. The highest governing body was the general meeting of the communards. The council of production detachment commanders played a major role. At the head of the council of commanders was a secretary. Important role Komsomol and pioneer organizations played a role in the life of the commune.

The commune never received money from the state; at first it lived on deductions from the earnings of security officers. Recent years: commune named after. Dzerzhinsky was on self-support... This is a very important circumstance: since 1930, all expenses have been paid off: for salaries of teachers, equipment of classrooms at school, for the maintenance of students, in addition, for summer trips, visits to theaters, purchase of buses, etc. . The commune provided several million rubles of net profit to the state.

Self-financing helped prepare students for life: work in production provided them with the opportunity to acquire various working qualifications. The communards worked at the enterprise 4 hours a day, studied at high school, and many went to study at universities after school. Education in the commune was based on the principles developed by Makarenko in previous years; he considered well-organized production work to be one of the main links of the educational system. Work at the factory also created an excellent basis for the development of educational work.

In the commune and in the colony, elements of play were included in practical affairs with youthful enthusiasm, with a feeling of joy. Education was compulsory for everyone. Duty, chores, and assignments did not exempt students from school activities.

In the commune there was the opportunity to study in various circles: amateur art, technical, subject, sports. There were clubs, a cinema, a library. In the theater, performances were staged by students. Communards often visited Kharkov theaters. Much attention was paid to the physical education of the communards.

During summer holidays They, together with teachers led by Anton Semenovich, went on tourist trips: they visited the Crimea, the Caucasus, Moscow, Donbass, and traveled along the Volga.

A.S. Makarenko considered campaigns to be a powerful factor in patriotic education, social growth and physical training of children, and raising their cultural level. Every year, the commune summed up the results of educational work, organized production and art exhibitions. A.S. Makarenko sought to ensure that labor indicators accompanied training and education. The team constantly grew and became richer. Problems have become more subtle and considered in more depth spiritual development pupils, formation of an active civic position. Anton Semenovich himself was a model and encouraged educators to work with faith in man, with heart, with real humanism, since you can raise a real Man only when you see a personality in each student. The students proudly carried the title of communard throughout their lives.

In 1935, Makarenko left his job in the commune named after. Dzerzhinsky and, having moved to Moscow, took up literary activity on the advice of Gorky.

The fate of more than three thousand pupils of A.S. Makarenko -- the best evidence of his pedagogical success and the best monument to him. The former colonists and communards produced skilled workers and engineers, major production managers, outstanding teachers and educators, military doctors, artists, performers, lawyers and journalists. Many former pupils died heroically during the Great Patriotic War Patriotic War. Honesty, dedication to work, a wonderful sense of teamwork, sensitivity and willingness to help others carried many of them throughout their lives. And in my heart is the bright image of my teacher Anton Semenovich. “You are an amazing person and just the type that Rus' needs,” - this is how A. M. Gorky wisely described Makarenko in one of his letters to him.

After the collapse of the USSR, the processes of destruction of culture and education in our country proceeded so rapidly that now, when dealing with young people, it is no longer possible to guarantee that they have read “The Three Musketeers” by Dumas. But this is only part of the problem. Declining cultural level, narrowing range of interests, lack of skills joint activities lead to the fact that at first people cannot build teams, and then simply communicate with their neighbors.

How to solve the problem of team building now? Moreover, in conditions when this construction should not turn into long-term construction? In the USSR in the 20–30s of the 20th century, this issue was resolved. Immediately after the end of the Civil War in Russia, an important social experiment began - several children's communes were created: a commune for teenagers in correctional institutions (Bolshevskaya commune), and communes for street children (M. Gorky Colony and Dzerzhinsky Commune). The creation of special institutions for street children was caused by the presence in the USSR large number children left without parents after the First World War and after the Civil War: in 1922, there were about seven million child tramps in the country.

The first commune was created in 1921 in a labor colony for juvenile offenders. The colony was located in a village near Poltava and was named after Maxim Gorky, who became one of the initiators of the fight against homelessness. The Gorky Colony existed until 1926. Over five years, through the efforts of its head, Anton Semenovich Makarenko, the colony developed principles of existence that forever pulled children out of the nomadic flock of proto-social environment into which the horrors of homelessness had thrown them.

On what principles was life based in Gorky’s commune?

Children in the commune not only studied, but also worked. Both study and work were mandatory for everyone. At first the commune took up agriculture. Having achieved an increase in the wheat harvest, the commune also began raising livestock. And with the proceeds, a theater was built, in which every week performances were staged by the communards for the village residents.

One of the main internal principles of the existence of the commune was the principle of self-government. All members of the commune were divided into detachments. These detachments were formed not on a production or educational basis - this was done in order to prevent the members of the detachment from concentrating on only one aspect of the life of the commune that was interesting to them. In addition, the detachment included children different ages, which gave the elders the opportunity to teach the younger ones and ensured the continuity of generations.

Makarenko believed that the optimal number of people in a detachment was from 7 to 15 people. Each detachment had its own place in the dining room and its own sleeping place. Detachment commanders met once a week to resolve economic and organizational issues. In addition, the commune held regular meetings of all its members.

In 1926, Makarenko decided to move the Gorky commune to the Kuryazh colony near Kharkov. This decision was due to the fact that the members of the commune wanted to master blue-collar skills, and the location of the commune - the absence of factories nearby - imposed restrictions on its further development. Kuryazh was good because it had a power station, a lot of land around, ready-made workshops (the colony was located in a monastery building).

But Makarenko’s decision to move was still unexpected for the colonists, since the Kuryazh colony was in a dilapidated state. Plus, her teachers actually lost control over their students, and there were about three hundred of them.

Local authorities suggested that Makarenko follow the path of gradual integration of one team into another. But Makarenko did not recognize any gradualism. He professed his method - the “explosion method”. Its essence was that a strong one-time impact was exerted on a person, designed to cause decisive changes in him. Using this method, the teacher managed not only to restore order in the Kuryazh colony - he managed to do it in record time. Just a few months later, foreign delegations visited the colony, studying the experience of its organization and marveling at the well-established economy.

To clarify what we are talking about when talking about an “explosive” effect, it is necessary to cite Makarenko’s own explanation. “I call an explosion the bringing of a conflict to its final limit, to such a state when there is no longer any possibility for any evolution, for any litigation between an individual and society, when the question is posed bluntly - either to be a member of society or to leave it.”.

In Makarenko’s methodology, the question is posed “head-on” by the team itself. Therefore, it is very important to have a team. And he not only was, but was ready to rebuild the world around him and the people falling into his orbit in accordance with his principles.

Makarenko formed the backbone of such a team in the first settlement. And this core was able to influence the change in the situation in a new place - in Kuryazh, and then followed Makarenko to a new place - to the Dzerzhinsky commune he formed in 1927.

In Dzerzhinsky’s commune, the “explosion” method was used, in particular, at the moment when it was necessary to recruit new members to the commune. A small detachment of communards moved to the railway stations. The communes collected homeless people traveling on trains and directly invited them to go work in the commune. If the street children agreed (and they, as a rule, agreed), then the ritual of their acceptance immediately took place. A ritual whose purpose was to surprise, shock, that is, to use the “explosion method.”

As soon as the homeless child agreed to enter the community, the entire detachment of communards approached him: smartly dressed guys, with a banner and an orchestra. In honor of the newly arrived member of the team, they lined up and played musical instruments and they all marched together in a solemn march to the commune.

Another shock awaited the new members of the commune. They were washed, dressed in new, clean clothes, and their old clothes were burned. Why is this not a rite of passage? A new life began for a new member of the team, old life symbolically burned in the fire.

This is how Ivan Tokarev, one of Makarenko’s students, describes his impressions of the commune. “The area is surrounded by flower beds, asphalt paths, cleanliness and beauty. They cut our hair, washed us, burned our old clothes and gave us new, clean ones: gaiters, jodhpurs, skullcap. I look in the mirror and I like myself! It never occurred to anyone to run away from such a beautiful and full life. But in order to live so beautifully, it was necessary to study and work... Everyone over thirteen years old worked, the younger ones did not, they were sent by the elders.”.

Makarenko attached great importance to order, cleanliness and the aesthetic side of life in the commune. In his opinion, appearance, details, little things - all this created the overall style. And the team, Makarenko believed, must have a style. This is one of its inherent properties.

One of the “little things” that the commune paid special attention to was clothing. Teachers and students wore the best clothes to school lessons. Makarenko noted: “I would stop at nothing, I would give every school a very nice uniform. This is a very good glue for the team.". In addition, Makarenko said: “The desire for beauty, firmly rooted in every person by nature, is the best lever with which to turn a person towards culture.”.

But the team appeared not only thanks to concern for appearance and by improving the surrounding area. The initiation rite presupposed internal changes. First of all, the new member of the team left all his bad habits outside: swearing, drinking, spitting, swearing, and so on. But these were only the most basic things. And they had to learn more complex things: the commune adopted strict rules of conduct, and discipline was close to military.

According to Makarenko, discipline was an integral quality of a well-educated person. The rules of discipline in the commune existed equally for everyone: both for teachers and for their students. Even the most minor deviations from general rules and requirements.

The members of the team, who strictly followed all the rules, and also supported the observance of these rules by other members of the team, became the core of the team, the core on which the teachers relied, the core that made it possible to painlessly integrate new members into the team and introduce the principles of self-organization into the team. Since self-organization was based on the fact that a strong team established standards of behavior and monitored how they were implemented.

A situation arose in the commune in which members of the core of the commune were held to account for their misdeeds much more strictly than its ordinary members. Moreover, such a strict demand was not a burden in the commune, but a welcome recognition of one’s role, proof that one was treated as a responsible, conscious member of the team, as a person included in the core of the team. As a last resort, the commune practiced exclusion. But exceptions were very rare.

Makarenko’s students showed that they are able to quickly settle down in almost any conditions. Created in December 1927 near Kharkov, the new commune of Makarenko - the commune named after Felix Dzerzhinsky - was poor only in the first months. The available means of subsistence - voluntary contributions from OGPU workers - were not enough. All members of the commune (60 people) lived in one house. Already during the first year of the life of the commune, agricultural production was organized, which made it possible first to feed ourselves, then to save some money and start thinking about production.

In 1928, when deciding what kind of production should be organized in the commune, Makarenko settled on the fact that it was necessary to produce goods that were not on the Soviet market. Plus, it should be a production that will allow communards to master complex professions.

As a result, in the Dzerzhinsky commune, the communes built the first power tools plant in the USSR, and a little later they created the production of cameras. The commune not only provided for all its needs, but also contributed four and a half million rubles a year to the state budget.

Unfortunately, in July 1935, Makarenko was forced to leave this commune, just as he had previously left the commune in Kuryazh. He moved to Moscow and devoted a lot of time to writing books. In 1938, the Dzerzhinsky commune was reorganized into an industrial complex - the Kharkov plant of the NKVD of the USSR named after Dzerzhinsky. And in April 1939, Makarenko died suddenly of a heart attack.

Makarenko’s work with children aroused both criticism and admiration in Russia and around the world. M. Gorky provided great support to Makarenko; L. Aragon, A. Barbusse and others wrote positively about his experience of working with children. Critical statements about Makarenko’s paramilitary education system were made by Lunacharsky and Krupskaya.

Makarenko considered one of his important achievements to be the fact that his communes produced people who were accustomed to working. Makarenko noted: “My Gorkyites also grew up, scattered all over the Soviet world, and now it’s difficult for me to collect them even in my imagination. You will never catch the engineer Zadorov, buried in one of the grandiose construction projects of Turkmenistan, you will not call the doctor of the Special Far Eastern Vershnev or the doctor in Yaroslavl Burun on a date. Even Nisinov and Zoren, who are already boys, and they also flew away from me, fluttering their wings, only now their wings are not the same, not the gentle wings of my pedagogical sympathy, but the steel wings of Soviet airplanes...”

This same important fact is noted by student Makarenko Tokarev: “The director of the Makarenko Museum in Kremenchug, Pyotr Lysenko, conducted a special study - he collected information about 241 graduates of the commune. They all became good people. You see, you couldn’t be in a commune bad student or an employee. The whole squad suffered because of your “deuce.” In the evenings, the results of the day were summed up in a “loud club”; your comrades could ask you for your “D” or defect in work. They will say: because of you, we will earn less money and now we won’t go on vacation... That’s why everyone tried to study and work well.”.

But it was, of course, not only about incentives: salary or vacation trips. Left the commune good people, because Makarenko managed to educate them in a culture of work, in a culture of respect for their working profession, in a culture of internal composure. In a sense, he managed to create the work collectives that Owen and Fourier dreamed of in their time.

Isn’t it true that, accustomed to the titles “teacher” and “writer,” we somehow didn’t think that another definition was possible—inventor? But, in fact, every outstanding teacher is also a social inventor. His educational practice gives rise to new types of relationships, new ways of resolving social conflicts, and his theory makes it possible to make these decisions not just special cases, but a universal property.

Poltava labor colony named after. Gorky was discovered in 1920 by Gubnarboraz. The old estate of a colony of juvenile delinquents, consisting of five stone outbuildings in need of repair, located on 12 acres of loose sand, was set aside for her. In January 1921, the destroyed Trepke estate was transferred to the colony's disposal. For five years, the colony carried out major renovations of the estate and completed it only thanks to the help of the Central Committee for Children's Assistance (Central Commission for Children).

The overall increase in the number of pupils was as follows: 1921 – 30; 1922 – 50; 1923 – 70; 1924 – 100; 1925 – 130; and by 1935, 500 communes were raised in the commune.

Already at the very beginning of the organization of working life in the colony named after A.M. Gorky Anton Semenovich was convinced that work in itself is not a means of educational influence on children. He saw that most of the pupils did not have an aversion to work, that many of them knew how to work cheerfully and lively.

The first step towards a pedagogically appropriate organization collective work in the Gorky colony there was the creation of detachments based on the production principle.

At first, in the colony there were so-called detachments led by commanders. The detachment commanders formed a council of commanders that directed the entire life of the colony. The detachments were distributed among workshops and other production areas. This is how detachments of shoemakers, blacksmiths, grooms, pig keepers, etc. appeared.

At the same time, the development of agricultural work and its nature required the participation of the entire team, but the “artisans” did not want to take on this work, since they valued their qualifications. Then Makarenko had the idea of ​​​​creating combined detachments.

The creation of consolidated detachments, Makarenko noted, allowed our detachments to merge into a real, strong and united team, in which there was worker and organizational differentiation, democracy of the general meeting, orders and subordination of comrade to comrade” (33.t.1., p. 200).

Simultaneously with the formation of consolidated detachments, a clear schedule of agricultural work was introduced and time for work and rest was established.

Diversified Agriculture(grain, livestock, vegetable growing, horticulture, floriculture, beekeeping, etc.) was well mechanized at that time, was built on a scientific basis and was carried out in an exemplary manner by the students themselves under the guidance of a small group of specialists. “When they ask me what is the main proof of the success of our work, I point out: our boys, sent to us forcibly, by order of the judicial authorities, after a few months are already proud of the fact that they are colonists, and Gorkyites at that. Every pupil who has spent 1 year in a colony, as well as every employee, receives from the Pedagogical Council the honorary title of colonist...” (34. correspondence with A.M. Gorky, July 8, 1925).

We spent 14,000 rubles and about 20,000 children's working hours on repairs.

The colony was located on the Kolomak River. With her there were 40 acres of arable land, 3 acres of meadows, a park and a garden. The colony rented a steam mill, had 7 horses, 4 cows, 7 young animals, 30 sheep and 80 pigs of the English breed. They also had their own theater, where they staged plays for the villagers every week - free of charge. The theater attracted 500 spectators.

At the first stage of the colony's existence, the most primitive agricultural labor was organized. This was also caused by vital necessity: the colonies were in the hands of the colonists. They owned storerooms, barns, and common keys.

The colonists were captivated by the beauty and miraculous power of agronomic science and collective labor, and therefore a real agricultural hobby soon began. Anton Semenovich immediately channeled this passion into purposeful creativity, the struggle to increase labor productivity, and the cultivation of valuable human qualities.

One of the most striking signs of labor organization in the colony was competition. It entered its expression in relation to difficult as moral obligation member of the team, in high labor productivity, in comradely mutual assistance, in friendly work, in the development of initiative and creativity.

Thanks to a conscious desire for a common goal, the work was carried out by the colonists cheerfully and cheerfully. Makarenko called this mood of elation “major,” giving it the meaning of political consciousness.

The results of long and hard work were summed up with special solemnity in the colony named after A.M. Gorky.

In the romance of socialist labor, A.S. Makarenko found a source of emotional influence on pupils, thanks to which he transformed the difficult work duties of children into joy and happiness.

In the colony there was a school consisting of six classes and a group for training for workers' faculties. Seeing that the class tends to move away from the interests of the whole team and become isolated in a circle own interests, A.S. Makarenko did not follow the path. He later saw this danger in the primary team, built on the basis of a production team.

Therefore in last years In his experience, he paid more and more attention to the multi-age nature of the primary team. In a group of different ages, relationships of care for younger people, respect for elders, responsibility, and exactingness easily develop. It is known that the detachment was fully responsible for the individual: for her studies and work activities, for her behavior and cultural growth, for the development of her abilities and interests.

And the general team, if they wanted to somehow influence this or that student, did it through the detachment! If necessary, for the misconduct of one of the members, the entire detachment was punished, deprived of the right to visit the theater or any important and attractive business.

Labor and the constant daily need to improve this work - this was the foundation for the self-organization of the team. With his hands, destroyed buildings were repaired, restored, 40 dessiatines of land were cultivated, and 200 pounds of wheat were collected per dessiatine. The colony received 8 horses, 2 seeders, and threshing machines. The first tractor in this area was the tractor of the colonists and the first tractor drivers were the colonists. Gradually the colony transitioned to profitable farming.

A path was made from fairly monotonous and simple productive work in workshops, from the manufacture of primitive wooden chairs for clubs and cinema halls, to the realization of a seemingly impossible dream - to the construction of real factories.

The students who went through the factory work school and received high job ranks became people in a wide variety of professions and occupied various positions.

In the colony, the educational staff became increasingly involved in transforming the environment. The fight against moonshine in the surrounding farms, against unauthorized logging, friendship with rural youth, introducing them to culture with the help of the theater created in the colony - this and much more filled the life of the collective of colonists and everyone with socially useful activities and diverse relationships: labor, economic, political, legal, moral, aesthetic, typical of the new way of life. At the center of this organization of collective life was the diversified economy of the colony, where pupils for the first time felt the joy of free labor and realized the need for knowledge and learning.

Led by Anton Semenovich Makarenko in the colony, labor was one of the main levers in the entire educational system effectively implemented in practice. Because A.S. Makarenko believed that complete secondary education and a high work rank are a good determinant of personality. All of them were helped in life by the economic knowledge and labor skills acquired in the colony.

The next stage of A.S. Makarenko’s life is work in the Dzerzhinsky commune.

Here in the commune, the searches, undertakings, plans of Anton Semenovich, born in the colony named after. A.M. Gorky, were further developed and formed into a solid, deeply scientific system education.

Setting the task of raising a “cultured worker” before the labor commune, A.S. Makarenko proceeded from the basic needs of our country. When organizing the commune, a clear goal was set: “The main goal of the labor commune is to determine the education of a class-conscious and literate proletarian with average industrial qualifications.”

“Cost accounting is a wonderful teacher,” wrote Anton Semenovich. Commune Lately not only covered the maintenance of the plant, but also gave the state 5 million rubles of net profit per year.

Income from production made it possible to dress boys in cloth suits and girls in silk and woolen dresses. The commune could spend 40 thousand rubles on theaters annually. When it's done, it's alright labor discipline, in order to gain wealth, when the whole team fights for it, something that can be compared with this new pedagogical force” (33.t.5, pp.311-312).

Wages were also introduced in the commune. Each communard had 2 thousand rubles in the savings bank when he graduated. Everyone put aside their money and pocket expenses in the commune cash register. The pupil was thus placed under the conditions of his own budget, and this already made it possible to educate the future owner.

From the earnings of each communard, 10 percent was transferred to the fund of the Council of Communards. Such a fund allowed Anton Semenovich to direct the life of the communards. All these “devices” relating to the use of funds received from production made it possible to reduce the greed for money, which in a team could be a very heavy, unpleasant addition to educational process”(33.t.5, p.206).

There were training and production workshops in the commune:

· Plumbing and mechanical;

· Woodworking;

· Sewing;

· A shoe shop; in addition, a blacksmith shop was organized.

Thus, the task of the commune was to introduce children to working life and, in the context of the struggle to create an advanced team, to instill in them personality traits. In addition, by participating in social production labor, the communards mastered a certain working specialty, which gave them a sense of confidence about their future life after leaving the commune.

What form of educational work was carried out in the commune?

· The commune had drama, photography, music, library, literary, and technical circles. Most of them were closely related to the production process. The aircraft engine, auto engine, glider, parachute, cavalry section and others clubs were very popular.

· In order to teach students how to manage rationally and increase their overall political level, production circles were created in the commune:

· circle of the Communard machine tool;

· material circle;

· rationalization circle;

· circle of organizers;

· circle of production economics.

Here theoretical and practical work to study the correct and economical use of materials, the possibilities of invention and rationalization of production. The communes became acquainted with the issues of costs, prices, profits, and wages. They read technical and economic literature, made excursions to the best factories in Kharkov, studied their production and looked for real ways to improve, identified communards - the best innovators and those who use materials most economically, organized discussions on individual issues production management organizations.

· The squad system contributed to strengthening discipline, increasing labor productivity and fulfilling training and production assignments.

· The first steps have been taken to ensure that scientific interests are born and arise, which can be satisfied through broad general education.

Therefore, the idea of ​​the value of human labor was reinforced by the production program. In the minds of Dzerzhin residents, work acquired the meaning of socially useful activity filled with political meaning. This consciousness served as the source of the attitude towards work. After all, the whole work of the commune consisted in raising a new person from precisely such people, through labor, study, and political work.