Victor Chalavan
Сandidate of History,
National Scientific Agricultural Library of the National Academy of Agrarian Sciences of Ukraine,
Kyiv, Ukraine
ORCID: https://orcid.org/0009-0008-1253-4057
DOI: 10.17721/2522-4611.2024.50.5
THE CONTRIBUTION OF HORTICULTURAL SOCIETIES TO THE DEVELOPMENT OF INDUSTRY EDUCATION IN UKRAINE AT THE END OF THE 19TH - BEGINNING OF THE 20TH CENTURIES
The purpose of the article is to comprehensively assess the contribution of horticulture societies to the development of sectoral education in Ukraine at the end of the 19th and the beginning of the 20th centuries. Methodologically, the publication is based on the principles of objectivity, systematicity, historicism; descriptive and comparative-historical research methods were used.
It was established that the contribution of horticultural societies to the development of sectoral education consisted in 1) establishment of special educational institutions; 2) organization of annual gardening courses; 3) arrangement of educational gardens at rural schools. It was found that the Odesa, Katerynoslav and Simferopil branches of the Imperial Russian Society of Horticulture, taking care of solving the economic problems of fruit growing, meaningful dissemination among the local population of agrotechnical knowledge, methods and techniques in the field of practical horticulture, viticulture and entomology, initiated the establishment of initial professional and technical institutions for training specialists for the horticultural branch of agricultural production. We are talking about the Odesa School of Horticulture, the Katerynoslav School of Garden Workers, and the Salgyr School of Horticulture. Institutions owned preschool farms with gardens, nurseries, vineyards, beekeepers, greenhouses, where students under the supervision of teachers conducted various scientific and practical experiments, perfected agrotechnical methods of caring for fruit and forest plantations. In general, these schools made a significant contribution to the development of horticulture in the regions, educated many highly qualified specialists-practitioners, laid a strong foundation for the development of school horticulture, contributing to the spread of achievements of European industry experience among the agricultural population. The organization of annual courses by associations contributed to the professional training of gardeners, first of all, the teachers themselves, who, having acquired the relevant knowledge, set up educational gardens at rural schools, which over time became not only a useful tool for introducing growing youth to horticultural culture, but also a kind of centers of support of the local population with highly productive planting material of fruit, forest and fruit-berry crops.
Key words: agricultural societies, agricultural research, agriculture, horticulture, horticulture schools, education, educational institutions, Imperial Russian Society of Horticulture.
Received by the editorial board: 2.09.2024.
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