Missionary science and Historical and Ethnographic Museum: creation prehistory of Kazan Ecclesiastical Academy Museum

This article considers how new means of knowledge objectification emerge in the process of academic education disciplines development. The particular case is creation of an academic museum as a representation means of principal new content that appears as a result of interaction of theoretical and empirical levels of knowledge. The example is the prehistory of the Kazan Ecclesiastical Academy Museum creation. Academy museum creation was associated with common academic education, as well as the specialized profile and separate disciplines, as stated by Academy Regulations. Every academy had its own specialization profile. Kazan Academy had missionary specialization. First academy museums were opened as the Church Archaeology ones after introducing Church Archaeology discipline under 1869 Regulations. The subject needed visualization. Kazan Church Archaeology lecturer N. Krasnoseltsev sought for museum opening in 1873 and 1881 but he failed. He returned to the question in 1888. It was a crucial point for the academy and its missionary specialization as the destiny of the specialization was in question. The Kazan missionary specialization was informal in 1869-1884. Therefore it developed the theoretical direction and diverted from the missionary practice. New Regulations of 1884 allowed officially the specialization. Official authorization only opened possibilities for development but had no effect on the bias. In 1887 one student entered the Tatar Department and one - the Mongolian one. On the other hand, in the second half of the 19th century Orthodox activity increased because of the Orthodox Missionary Society (reformed in 1869) support. Academy professors created some projects to overcome the crisis between theory and practice. One of them was the museum project. But the original Kazan museum idea was transformed. They created a project of the Church Archaeology and Missionary Ethnographic Museum. So, ethnography became the museum profile object of missionary disciplines as an applied part of missionary specialization. The new of the ethnographic program of 1884 Regulations was the inclusion of unwritten peoples of Siberia that attracted attention of the Kazan Translation Commission within the development of missionary practice. So, peoples whose cultures experienced transfer from oral to written speech joined the mission. As a result a new cognitive meaning appeared. It was ''not sufficient to take up... (knowledge) from books and lectures''. Missionary ethnographic museum was a new representation means to provide new facilities by objects that reflected aboriginal everyday life and national character. It replaced field work for some students.

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