Update pedagogical museums of Western Siberia as educational form of culture in the late XIX - the early XX century

The need to improve the quality of education existing in society has facilitated government to make reforms and implement the method of visual training in practice of teaching. The principle of visibility became obligatory, whereby new demands has being given to schools. Quality of school education directly depended on training and methodological support including models, illustrations, special equipment, methodical literature. Absence or lack of training tools needed to implement the method of visibility in educational institutions actualized organization of new educational handicaps culture - museums of teaching visual aids. Understanding the processes taking place in the state by intellectuals of West Siberia, awareness that the quality of training depends on availability of teaching aids actualized organization the regional pedagogical museums, their appropriateness was due to the lack of training facilities. Formation of pedagogical museums was initiated by both individual representatives of progressive society, such as educator P.I. Makushin, educational inspectors A.N. Larionov and E.F. Sokolov, leaders of public schools such as N.K. Ramzevich and G.Y. Malyarevsky and by educational society. By the early twentieth century in the West Siberian school district, united Tomsk and Tobolsk provinces, Akmola region, the network of educational museums open by the permission of the Ministry of National Education formed and administered by the provincial leaders of public schools. The most famous of them were Pedagogical Museum of Tomsk parochial schools, Museum of visual aids in Barnaul, Tyukalinsk movable school museum of teaching aids, School Museum of the Directorate of public schools of Tobolsk province and Pedagogical Museum of the Society for mutual welfare to those who teach and taught of Akmola region. Pedagogical museums, solving the problems of methodical maintenance of educational process, contained the specific museum collections (teaching materials), with the structure subordinated to the needs of educational institutions. These museums had improved informational and methodological basis of educational institutions. Their educational activities were not only connected with issue teaching aids to educational institutions for temporary use, but also with processing and systematization of the collection and the museum library. By the first decade of the twentieth century pedagogical museums reached the culmination of their development and had become a recognized educational form of culture which developed effective school teaching in different regions of Russia.

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