City Easter traditions. Easter in the UK and USA

Lesson summary

1. Information card

Barchenko Tamara Nikolaevna

Venue: GBDOU d / s No. 100, room of the musical hall "Gornitsa"

Year of study: 4th year

Children age: 6-7 years old

Form of carrying out: subgroup 8-10 people.

Additional general educational (general developmental) program "Gornitsa"

Topic of the lesson : "As taught in the old days"

2 . Lesson plan:

Tasks:

1. To develop interest and desire to know the past of a person.

2. Maintain interest by enriching them with new knowledge.

3. To give elementary concepts about how children studied in the old days and who taught them, why children began to study in the winter on St. Naum's day.

4. Introduce children to the feast of St. Naum.

5.Introduce the history of the pen, quill pen,

the process of human transformation.

6. Learn to understand the purpose and functions of the pen, its

necessity in human life.

7 Raise interest in Russian history, culture, life; a sense of national dignity; love for one's people, country, to satisfy the need of children for knowledge, for new impressions, for play.

VOCABULARY ACTIVATION : ecclesiastical- parochialI school, clerk, quill pen, non-spill-ink,

Logistics : teacher's costume: a sundress, illustrations on the topic, a laptop for showing slides of the presentation "How they taught in the old days", coals, paper, a large goose quill, goose feathers for each child, a non-spill ink bottle, different pens, paper, a brownie Kuzya (doll),USBcrecording songs.

Methods and techniques:

Conversation with children

Working with visual material, viewing a presentation

The game

Discussion

Search activity

Independent visual activity

Used technologies:

Dialogue learning technology

Expected Result:

Children will know how they studied in the old days. They will remember that only boys used to study, the school year began after the harvest. They will know that they wrote with a quill pen and taught the children the clerk. They will find out why the day is called so - Naum Literate. Children will be interested in the history of the origin of antiquities, their purpose.

Lesson structure:

Hostess:

Hello dear guests! Go to the upper room.

Let's sit side by side, let's talk okay!

Boring day until evening, if there is nothing to do.

Quite big became, grew up. You will go to school soon.

How do you think, years have passed, but has the education of children changed? Have you ever wondered how schoolchildren were taught before?

What would you like to know about?

Children: When did the first school appear?

How did the children learn?

Who taught them?

What were their textbooks?

How long did the lessons last?

Hostess: Here, my golden ones, how many questions were asked!

slide1:

In the old days, from early spring until late autumn, peasants worked in the field to feed a large family, and in winter they sent their children to study on the day of the holy prophet NAUMA, popularly called the Literate.

Slide 2:

So they said: "Prophet Nahum instruct the mind." In that

day parents blessed their children for learning.

Children : And who is Nahum? And why is it called

Literacy?

Slide 3:

Hostess: Naum the prophet, People believed that he helps to comprehend literacy, that is, to learn to read and write. (Showing a portrait.)

Hostess: Why do you think the people chose Naum as the patron of literacy?

Children : The words are similar! Um-Naum, probably.

Hostess: Yes, that's right! But there is another reason!

It was from that day - December 14, that they began to teach children to read and write. Hence the name - Gramotnik.

Slide 4:

Children: Why in winter? Why so late? We're going to school in the fall!

Hostess: That's right, my dears! The peasant children went to study. Autumn helped in the field to harvest, and the children helped both in the field and at home. In winter there is less work, and in winter there is more time to learn to read and write.

Children: What was the school like in the past?

Hostess: And don't call it a school! Parents negotiated with the parish deacon teacher, i.e. assistant village priest.

Slide 5:

They raised the children early that day, saying:

Get up early!

Wash your face white

Come to God's church.

Take up the alphabet!

Saint Naum will guide you!

The most interesting thing, my golds, is that girls were not taught to read and write before in the old days! It was believed that her main job was to raise children and take care of the household. So they taught girls to sew, knit, embroider.

Slide 6:

Children: And my grandmother told me that children were punished! They put on peas for leprosy!

Slide 7:

Hostess: Yes, my parents punished me like that! And the teacher was allowed to beat negligent students with a whip.

Children: Like this? Teacher - and beat with a whip? For what?

Slide 8:

hostess : Nothing yet. In advance, so as not to be mischievous, he studied diligently, so that he appreciated the seriousness and benefits of study.

Hostess: And children learned to write with a goose quill!

Children: How did you write with a goose quill?

Slide 10:

Hostess: Only feathers from the tails of geese were suitable for writing. The feather was dipped in ink and written on paper. So that the ink does not flow onto the paper and does not make a blot,

the tip of the pen was split, a small slit was made, and when the pen was pressed, ink flowed through the slit.

( Show pen, inkwell)

Music sounds and Kuzya peeks out from behind the stove.

Kuzya: Oh, oh, oh, how interesting! I want to try writing with a pen too!

Let's try to write something together with the guys.

Hostess: Of course! Take a feather and try. Hostess: Is it difficult? Don't rush, be careful!

Hostess: Our great A.S. Pushkin wrote all his fairy tales with a quill pen.

Slide 11:

Now you are writing with a pen.

What is it called? (ball)

And why?

At the end of the handle there is a ball, barely noticeable. Feel the tip of the pen, what is it like? (solid)

Slide 12:

Hostess: Well, my, glorious! Learned a lot today. We also need a break, how to arrange at school.

Let's play.

Game: "Uncle Tryphon"

or “At Malania, at the old woman’s” (optional)

The game"TELL THE PROVERB"

(The guys are divided into 2 teams. X reads the beginning of the proverb, and the participants continue it.)

• ABC is a science...(And the guys are in trouble.)

  What is written in pen...(You can't cut it with an ax.)

  Ready to learn...(Always useful.)

  Not a red book with a letter ...(And red in mind.)

  More knowledgeable...(Less fools.)

• No pain...(No science.)

Teaching is beauty...(And ignorance - simplicity.)

The book is small...(And mind gave.)

Next time I will tell you how the children learned the alphabet, what breaks they had, what grades they were given.

And now we will watch the presentation and repeat everything that we talked about and remembered. (Show)

Every year, schoolchildren sit down at their desks to “nibble on the granite of science” again. This has been going on for over a thousand years. The first schools in Russia were fundamentally different from modern ones: before there were no directors, no grades, or even a division into subjects. the site found out how the training took place in schools of past centuries.

The lessons of the "breadwinner"

At the same time, the first women's schools were born - however, only girls from noble families were taken to study. Most often, the children of feudal lords and the rich studied at home. Their teacher was a boyar - "breadwinner" - who taught schoolchildren not only literacy, but also several foreign languages, as well as the basics of public administration.

Children were taught to read and write. Photo: Painting by N. Bogdanov-Belsky "Oral Account"

Little information has been preserved about the Old Russian schools. It is known that training was carried out only in large cities, and with the invasion of Russia by the Mongol-Tatars, it generally stopped for several centuries and was revived only in the 16th century. Now the schools were called "schools", and only a representative of the church could become a teacher. Before starting a job, the teacher had to pass the knowledge exam himself, and the acquaintances of the potential teacher were asked about his behavior: cruel and aggressive people were not hired.

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Not everyone was taken to school, but only the smartest and most savvy guys. The children spent the whole day in the classroom from morning to evening. Education in Russia took place slowly. It is now that all first graders can read, and earlier in the first year, schoolchildren learned the full names of the letters - “az”, “beeches”, “lead”. Second-graders could put intricate letters into syllables, and only in the third year did children know how to read. The main book for schoolchildren was the primer, first published in 1574 by Ivan Fedorov. Having mastered the letters and words, the children read passages from the Bible. By the 17th century, new subjects appeared - rhetoric, grammar, surveying - a symbiosis of geometry and geography - as well as the basics of astronomy and poetic art. The first lesson according to the schedule necessarily began with a common prayer. Another difference from the modern education system was that children did not carry textbooks with them: all the necessary books were kept at school.

Available to everyone

After the reform of Peter I, a lot has changed in schools. Education acquired a secular character: theology was now taught exclusively in diocesan schools. By decree of the emperor, the so-called digital schools were opened in the cities - they taught only literacy and the basics of arithmetic. The children of soldiers and lower ranks went to such schools. By the 18th century, education became more accessible: public schools appeared, which even serfs were allowed to attend. True, forced people could study only if the landowner decided to pay for their education.

Previously, there was no division into subjects in schools. Photo: Painting by A. Morozov "Rural Free School"

It was not until the 19th century that primary education became free for all. Peasants went to parochial schools, where education lasted only one year: it was believed that this was quite enough for serfs. The children of merchants and artisans attended county schools for three years, and gymnasiums were created for the nobles. The peasants were taught only to read and write. Philistines, artisans and merchants, in addition to all this, were taught history, geography, geometry and astronomy, and the nobles were prepared in schools to enter universities. Women's schools began to open, the program in which was designed for 3 years or 6 years - to choose from. Education became public after the adoption of the relevant law in 1908. Now the school education system continues to develop: in September, children sit down at their desks and discover a whole world of new knowledge - interesting and immense.

AT 9th century, when only a separate state appeared - Kievan Rus, and the Russians were pagans, writing already existed, but education was not yet developed. Children were mostly taught individually, and only then did group training appear, which became the prototype of schools. This coincided with the invention of the letter-sound learning system. Russia in those days was closely connected by trade relations with Byzantium, from where Christianity began to penetrate to us, long before its official adoption. Therefore, the first schools in Russia were of two types - pagan (where only the offspring of the pagan elite were accepted) and Christian (for the children of those petty princes who had already been baptized by that time).

10th century

In ancient letters that have come down to us, it is written that Prince Vladimir the Red Sun became the founder of schools in Russia. As you know, it was he who was the initiator and executor of the transition of Russia to the Orthodox Christian faith. The Russians at that time were pagans and fiercely opposed the new religion. In order for the people to quickly adopt Christianity, widespread literacy training was organized, most often at the priest's home. Church books - the Psalter and the Book of Hours - acted as textbooks. Children from the upper classes were sent to study, as it is written in the annals: in "book learning". The people opposed the innovation in every possible way, but they still had to send their sons to schools (this was strictly followed) and the mothers sobbed and lamented, collecting the simple belongings of their children.

"Verbal counting. In the public school of S. A. Rachinsky» - painting by Russian artist N. P. Bogdanov-Belsky | Image: Wikimedia Commons

The date of foundation of the largest school of “book teaching” is known - 1028, the son of Prince Vladimir, Prince Yaroslav the Wise personally selected 300 smart boys from the privileged environment of combatants and petty princes and sent them to study in Veliky Novgorod - the largest city at that time. At the direction of the country's leadership, Greek books and textbooks were actively translated. Schools were opened at almost every newly built church or monastery, and these were so widely known later - parochial schools.

11th century

Reconstruction of ancient accounts and alphabet | Photo: lori.ru

This is the heyday of Kievan Rus. A wide network of monastic schools and elementary literacy schools had already been developed. The curriculum of the schools included counting, writing and choral singing. There were also "schools of book teaching", with an increased level of education, in which children were taught to work with the text and prepared in the future for public service. The "Palace School" at the St. Sophia Cathedral worked, the same one that was founded by Prince Yaroslav the Wise. It now had international significance, and translators and scribes were trained in it. There were also several girls' schools where girls from wealthy families were taught to read and write.

The highest feudal nobility taught children at home, sending several offspring to separate villages that belonged to them. There, a noble boyar, literate and educated, who was called the "breadwinner", taught children to read and write, 5-6 languages ​​​​and the basics of public administration. It is known that the prince independently "led" the village, in which there was "feeding" (a school for the highest nobility). But schools were only in the cities, in the villages they did not teach literacy.

16th century

During the Mongol-Tatar invasion (starting from the 13th century), such a widely developing mass education in Russia was, for obvious reasons, suspended. And only starting from the 16th century, when Russia was completely “freed from the full”, schools began to revive, and they became known as “schools”. If until that time there was very little information about education in the chronicles that have come down to us, then from the 16th century an invaluable document has been preserved, the book "Stoglav" - a collection of resolutions of the Stoglav Cathedral, in which the country's top leadership and church hierarchs participated.

Stoglav (Title page) | Illustration: Wikimedia Commons

In it, a lot of space was devoted to education, in particular, it was pointed out that only a clergyman who had received the appropriate education could become a teacher. Such people were first examined, then they collected information about their behavior (a person should not be cruel and evil, otherwise no one will send their children to school) and only after that they were allowed to teach. The teacher taught all the subjects alone, he was assisted by the headman from among the students. The first year they taught the alphabet (then it was necessary to know the “full name” of the letter), the second year they put the letters into syllables, and the third year they already read. Schools still selected boys from any class, the main thing is that they be smart and intelligent.

The first Russian primer

The date of its appearance is known - the primer was printed by Ivan Fedorov, the first Russian book publisher, in 1574. It contained 5 notebooks, each with 8 sheets. If we recalculate everything in the format familiar to us, then in the first primer there were 80 pages. In those days, children were taught according to the so-called "literal" method, inherited from the Greeks and Romans. Children memorized syllables, which at first consisted of two letters, then a third was added to them. Students also got acquainted with the basics of grammar, they were given information about the correct stress, cases and conjugations of verbs. In the second part of the ABC there were reading materials - prayers and passages from the Bible.

Reconstruction of the classroom of the former art school of the Teneshev estate, Talashkino, Smolensk region. | Photo: lori.ru

17th century

The miraculously preserved most valuable manuscript “Azbukovnik”, written by unknown authors or the author in the 17th century, has come down to us. It's kind of like a teacher's guide. It clearly states that teaching in Russia has never been a class privilege. It is written in the book that even “poor and thin-born” can learn. But also by force, unlike the X century, no one forced. The tuition fee for the poor was minimal, "at least some." Of course, there were those who were so poor that they could not give the teacher anything, but if the child had a desire to learn and he was “quick-witted”, then the Zemstvo (local leadership) was charged with the duty to give him the most elementary education. In fairness, it must be said that the zemstvo did not act like this everywhere.

What was taught in Ancient Russia?

As we have already found out, the first school in Russia opened in 988 on the initiative of Prince Vladimir. Since Russia received baptism from Byzantium, the first teacher-monks were also invited from there. Now it can be unambiguously stated that it was Vladimir who laid the foundations for the development of the school education system in Ancient Russia. This is also evidenced by the fact that, sending their children to schools, mothers wept over them as if over the dead. Even in high society they did not yet know what schooling was, and, as we remember, children were recruited to the first schools from noble and boyar families. However, Byzantine influence contributed to the rapid flourishing of schooling in Kyiv, Novgorod and the centers of other ancient Russian principalities, it gave an impetus to the emergence and development of Russian religious and pedagogical thought.

300 boys studied at Prince Vladimir's school "Book Teaching". The teachers were invited Byzantine monks. Aleksey Tikhomirov believes that only one subject was taught at this school, namely book business, i.e. children were taught to read. He also points to other sciences studied at school, but what kind of sciences these were, the historian does not say. He does not provide any information about the curricula for the study of individual subjects. Probably, according to A. Tikhomirov, the monk teachers themselves determined what to teach and how to teach.

The Polish historian Jan Dlugosh (1415-1480) reports about the Kyiv school of "book learning" "Vladimir ... attracts Russian youths to study the arts, in addition, he contains masters requested from Greece." To create a three-volume history of Poland, Długosz used Polish, Czech, Hungarian, German sources, and ancient Russian chronicles. Apparently, from a chronicle that has not come down to us, he got the news about studying art at the Kyiv school of Vladimir. Thus, we learn that invited masters also taught in the first schools. They were probably craftsmen who knew their business well. What kind of arts were taught at Vladimir's school is not reported.

It seems unlikely to us that teaching at the palace school, where the children of nobles and boyars studied, i.e. upper class, craftsmen. There were enough similar masters in Russia. Since ancient times, Russian merchants exported to Byzantium and other countries not only craft products, but also products of Russian artisans. In ancient Russian cities, craftsmen took the children of the townspeople for training, but there were no boyar and noble children among them. Perhaps we are talking about the art of icon painting, which Russian masters did not master before the adoption of Christianity. But icon painting, as you know, was also done by monks. From this it is reasonable to assume that only monks were teachers in the schools of Vladimir.

N. Lavrovsky in his work "On Old Russian Schools" informs us that the disciplines included reading, writing, singing, grammar and numeration. N. Lavrovsky does not report any arts. The list of subjects given by him fully corresponded to the social composition of the students and the purpose of organizing the first school in Kyiv. The main goal of this school was to teach literacy to children of the highest word of the population and prepare them for public service, as well as to strengthen and spread Christianity. It is clear that various arts are not needed in the public service. But singing was necessary, since from the moment of the adoption of Christianity, representatives of the highest circles in Kyiv were systematically present at church services. By analogy with the Byzantine and Western schools of the times of Charlemagne, N. Lavrovsky calls the first schools elementary schools and points to their close connection with the Church. However, such a name in relation to the first school in Kyiv is not found anywhere else. And in the ancient Russian chronicles, and in the works of various researchers, the first educational institutions in Kyiv are called schools.

CM. Solovyov points out that schools were organized at churches already in the time of Vladimir, but they were intended to train precisely the clergy of the new Christian church. For training, they recruited the children of townspeople, and not the children of boyars and nobles. The purpose of these schools, organized initially in Kyiv, and then in other large cities, is now Christian priests-ascetics of the new faith to spread Christianity to the entire population of Ancient Russia. This goal determined the set of disciplines and the social composition of the students of church schools.

V.O. also speaks about the spread of literacy in Ancient Russia through such a form of educational institutions as schools. Klyuchevsky. In addition, he points out that learned people who "came from Greece and Western Europe" taught Greek and Latin in the schools. No more details V.O. Klyuchevsky does not report. However, we read further: "With the help of translated writing, a bookish Russian language was developed, a literary school was formed, original literature developed, and the Russian chronicle of the 12th century is not inferior to the best annals of the then West in terms of mastery of presentation." It remains to remember from textbooks on Russian history who wrote the outstanding works of ancient Russian literature, who was engaged in the translation of foreign books, especially Greek ones, and, finally, who in Ancient Russia was engaged in chronicle writing. They were exclusively monks. So, S.M. Solovyov was absolutely right. Obviously, along with the first school, where boyar and noble children were trained for public service, the first church schools for the training of Christian clergy began to be organized almost simultaneously. It can be stated with full confidence that these were completely different educational institutions, despite the fact that the teachers were monks invited from Byzantium both there and there. It is likely that foreign languages, Greek and Latin, were taught to children from the upper classes, because public service was associated with communication with foreign guests and working with foreign documents. In this regard, this fact is not surprising.

Academician A.N. Sakharov draws attention to the fact that "Vladimir ordered to take children from 'deliberate', i.e. rich families, to the first schools." No details about these A.N. Sakharov does not report. But, developing the idea of ​​the spread and establishment of Christianity in the Russian lands, of its struggle against paganism, he draws the following conclusion: “Schools were created at churches and monasteries, and the first Russian literati were trained in monastic cells. The first Russian artists also worked here, who over time created an excellent school of icon painting. Monks, church leaders were mainly the creators of wonderful chronicles, various secular and ecclesiastical writings, instructive conversations, and philosophical treatises." From this it is clear that in schools attached to churches and monasteries future priests were trained, called to spread and strengthen the Christian faith. Why such an identification of two educational institutions that are completely different in nature and purpose of education? We believe that the monks who created the first Russian chronicles understood little of the difference between church schools and secular ones. Yes, it was hard to understand. The Byzantine nature of education was in both types of educational institutions, teachers were also Byzantine monks. The first chronicles were created by Russian monks-students of those very first church schools. Of course, they could not understand the complex plan of the authorities who created the first schools. Hence the confusion and identification of secular and ecclesiastical education.

Aleksey Tikhomirov believes that the term "school" itself appeared in Russia only in 1386, "when, according to common European traditions, this term began to designate educational institutions where people were taught crafts and provided specialized knowledge." However, it is a well-known fact that schools, as educational institutions, originated in ancient Greece and were called "skola". This information can be read in any textbook on the history of the Ancient World for the 5th grade. Given that education, like Christianity, came to Russia from Byzantium, a Greek country, along with the educational institution, its name "school" also came. The fact of borrowing this term from the countries of Western Europe is rather doubtful.

Interestingly, the location of the first school in Kyiv remains unknown. The year of its foundation - 988th - indicates that churches and monasteries in Russia did not yet exist at that time. Therefore, it can be assumed that this school for "deliberate" children was organized directly at the court of Prince Vladimir himself, which allowed the latter, without breaking away from state affairs, to completely control schooling. And already a few years later, after the construction of the first Christian church in Kyiv, a church school was organized to train Christian priests. With the construction of new churches, and then monasteries, their number increased significantly.

Many researchers point to the palace character of the first school. In particular, S. Egorov, in his History of Pedagogics in Russia, writes: for the children of the court nobility, close to the prince, boyars, combatants, it was a palace educational institution that trained future state leaders. Its goal was not to teach literacy, which was known in Russia long before Prince Vladimir, but to train civil servants. noble foreigners: Hungarians, Norwegians, Swedes, English. "It is difficult to say which temple we are talking about in 988. Most likely it was a wooden temple, built at a fast pace and located next to the residence of Prince Vladimir. And later a stone cathedral was erected, and the school was moved there. As for the education of foreigners in this school, this fact could also have taken place. In the tenth century, Western Europe was not distinguished by a high level of development and it is unlikely that a school system was developed there during this period of time.

It is important to note that N. Lavrovsky, in his monograph, based on a huge number of chronicle sources, claims that only invited monks taught in Kyiv schools. The author does not focus on this fact, but points out that Vladimir specially invited learned monks from Byzantium to teach. The author does not mention any other teachers.

It is interesting to note that N. Lavrovsky believes that the training was not carried out at the discretion of the monks, as many researchers believe, but according to a certain plan, which was personally approved by Vladimir. Thus, training programs for each subject were developed. This is not surprising, since the first school had very specific tasks, and the authorities could not let the process of education go by itself. It is clear that these plans of study were developed by the invited monks themselves, following the model of teaching in Byzantine schools. This conclusion is confirmed by the first Russian systematist of the world history of pedagogy L.N. Modzalevsky, pointing also to the Byzantine nature of education in Kievan Rus.

Yaroslav the Wise continued his father's tradition of developing education in Russia. According to historians, he founded a school at the Kiev Caves Monastery, and then in Novgorod, Polotsk and other large cities. The Sofia chronicle tells us about the founding of a school in Novgorod in 1030: "In the summer of 6538. Yaroslav went to Chyud, and I won, and set up the city of Yuryev. And I came to Novgorod, and having removed 300 children from the elders and priests, teach them with a book" . From here we learn that the children of city elders and priests were gathered for training in the amount of 300 people. The chronicler tells us that Yaroslav fought against the Chud tribes and founded the city of Yuryev in their lands. It must be assumed that in connection with this, the school faced quite specific tasks, namely: the spread of Christianity among the pagan tribes and the training of civil service personnel in these places. Yaroslav was not only going to convert the pagans to a new faith, but also to spread the influence of Russia on these territories in order to expand the boundaries of the Old Russian state. If we carefully look at the geography of the founding of new schools, we will see that they were all opened in border towns. Russia needed not only educated people, but also competent civil servants, worthy conductors of the policy of the Grand Duke. These goals determined the set of subjects studied. The main subjects in church schools were seven free sciences, "free wisdoms" (1 - grammar, 2 - rhetoric, 3 - dialectics, 4 - arithmetic, 5 - music, 6 - geometry, 7 - astronomy), and technology. This fully confirms the information of N. Lavrovsky.

As for the structure of the first schools, they were also arranged according to the Greek model. Many researchers tell us that all students were divided into small groups of 5-6 people, each of which was taught by a monk teacher. According to the same principle of small groups, training was organized in schools in Western Europe. Western and domestic sources report that "such a division of students into groups was common in schools in Western Europe at that time. From the surviving acts of the cantor of schools in medieval Paris, it is known that the number of students per teacher was from 6 to 12 people, in the schools of the Cluniy monastery - 6 people, in the women's elementary schools of Til - 4-5 students.Eight students are depicted on the miniature of the front "Life of Sergius of Radonezh", 5 students are seated in front of the teacher on the engraving of the front "ABC" in 1637 by V. Burtsov.

Approximately this number of students is evidenced by the birch bark letters of the famous Novgorod schoolboy of the 13th century. Onfima. One with a handwriting different from Onfim's (No. 201), hence V.L. Yanin suggested that this letter belongs to Onfim's school friend. Onfim's fellow student was Danila, for whom Onfim prepared a greeting: "Bow from Onfim to Danila." It is possible that the fourth Novgorodian, Matvey (letter No. 108), whose handwriting is very similar, studied with Onfim. There is no reason to doubt the information given. At that time, information about large number of student classes is nowhere to be found, and it is unlikely that teaching would be effective if the teacher had large classes.

The widespread dissemination of male education led to the emergence of the first schools for women. In May 1086, the very first women's school appeared in Russia, the founder of which was Prince Vsevolod Yaroslavovich. Moreover, his daughter, Anna Vsevolodovna, simultaneously headed the school and studied science. Only here young girls from wealthy families could learn to read and write and various crafts. At the beginning of 1096, schools began to open throughout Russia. It should be noted that Anna Vsevolodovna was in fact the first secular teacher. Not surprisingly, women's literacy was deeply respected in society. We have already noticed that education was intended primarily for men. But by the beginning of the 11th century, the need and importance of education was recognized by the population quite firmly. Despite the fact that the peasantry still remained out of education, the rest of society respected educated people, and especially educated women enjoyed this respect. And women, who were also involved in the education of children, occupied a special position in society. However, such schools were the exception rather than the norm. Nevertheless, the process of education begun by Vladimir took root quite firmly on Russian soil and was continued by his descendants.