Legislative regulation of an education system in the Soviet Russia 1917 - the 1930th and his influence on the Soviet school (on materials of Kurgan and Shadrinsk districts)

The aim of the submitted article is to track correlation of changes in the Soviet legislation regulating education with realities of educational institutions' existence, to define the place of education in state policy of the Soviet Russia and in society's life, its role in the creation of "the new soviet person". The author suggests the following tasks to achieve: to define the position of the Soviet authorities to education; to reveal the principles of creation of new United labor school; to compare the requirements declared by the authorities with the real life of schools and children; to define the reasons of discrepancy of legislative resolutions and reality; to track changes in the Soviet educational policy of the 1917-1930s and changes in school system. The author of article was guided by the principles of histori-cism and scientific objectivity and used source-study, descriptive, historical and comparative, historical and system and hermeneutical methods. Acts of the Soviet Russia of the 1917-1930s years, pedologist works, documents of funds of educational institutions from the State archive of the Kurgan region and archive of the Shadrinsk became a research base of the study. During the research the author came to the following conclusions: children and their education had huge value for the state; during 1917-1934 the Soviet power had repeatedly reconsidered the attitude to education of the young generation; in the 1920s the big there was a gap between the declared changes in education and reality as a result of financial and organizational difficulties; in the 1930s state policy in education became more accurate, the gap between legislative acts and reality had been considerably reduced. In premilitary decade almost all school age children had been getting education, due to supplying pupils from needy families with clothes and educational accessories. At the same time the school had lost postrevolutionary democratism and had come to classical system of lessons, homeworks and marks, to hierarchical relationships between the teacher and pupil. Throughout all studied period the educational policy had been directed not only to elimination of illiteracy and training of qualified specialists in all areas, but also on ideologization of masses: the new atheistic and communistic school successfully resisted traditional way of life and attitude of imperial Russia, and pupils acted as translators of the Soviet culture for the senior generation at the same time.

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