Introduction. The problem of studying the educational efforts of the first enlighteners of the Russian Land is of relevance, theoretical interest and practical value for teachers in terms of forming spiritual and moral values among the younger generation, familiarizing young people with remarkable examples of selfless activity of the founders of education in the enlightenment of their people. The purpose of the study is to characterize the main directions of educational efforts of Stefan Permsky and Trifon Vyatsky. Materials and methods. To achieve the aim of the research the author used the following scientific methods: analysis of the historical literature, scientific and pedagogical interpretation of the information contained in the sources; comparative and historical methods; axiological approach, which allows to identify the positive content in the scientific material to be studied. The results of the study. The historical importance of the invention of the first alphabet by Stefan Permsky for the Komi people is proved. Its use in the course of church services represented the first attempt to educate and, at the same time, convert this northern people to Christianity, and contributed to the spread of literacy and Orthodoxy in the Vyatka-Kama region as a whole. Tryphon Vyatsky is shown as the builder of Orthodox churches, which became, at his command, a repository of books and written documents, and this, in turn, stimulated the initial development of the letter "on Vyatka". Tryphon Vyatsky contributed to the spread of book literacy and moral development, first of local priests, and then of the entire population of the region. He showed himself as a strict zealot of Orthodox morality, who fought against the spread of bad habits. Both enlighteners are shown as spiritual mentors and guardians of order and morality. Their educational activities laid the foundation for the further development of education in the Vyatka-Kama region. Conclusion. The initial stage of the development of education in the region under consideration was carried out thanks to the ascetic efforts of the first educators, whose example up to the present time serves as a moral guide for the modern generation of teachers of the Vyatka-Kama Region.

The article presents the facts of the biography of the prominent Russian public figure, pedagogical journalist of the XIX century Nikolai Vasil’evich Shelgunov (1824-1891), characterizes his socio-political and pedagogical ideas. N. V. Shelgunov is shown as a “thought leader” of the student youth in 1870-1880. The paper reveals the content of the most significant N. V. Shelgunov’s pedagogical works, assesses his contribution to the national pedagogy. He remained in the history of the Russian social pedagogical thought as one of the brightest representatives of its democratic wing.

Introduction. The project method has been actively used as an important form of organizing the practice of teaching in the educational systems of many countries around the world over the past hundred years. This method is increasingly being used in our country. The very concept of "project method" is invariably associated with the name of its author and popularizer, a major American educator of the late XIX – first half of the XXth centuries. William Heard Kilpatrick (1871-1965). The purpose of the issue is to study the circumstances of the process of formation of W. H. Kilpatrick as a didactic scientist and the creation of a method of projects by him and his associates. Materials and methods. The leading research methods are the analysis of scientific historical and pedagogical literature and other sources, biographical and historical methods, as well as an axiological approach aimed at identifying the value content of the studied scientific subject. Results. The author traces the evolution of W. H. Kilpatrick's views, the stages of his formation as a didactic scientist and a practical teacher. Little-known facts of his biography, which were not previously reflected in the Russian historical and pedagogical literature, are given. Special attention is paid to the disclosure of the essence of the proposed method of projects, which is widely used in pedagogy and education in many countries of the world. The educational system of W. H. Kilpatrick's "experimentalism" was based on the philosophy of pragmatism and the psychology of behaviorism. Instead of a traditional school, he proposed to build a so-called "educational process", which he considered as the organization of children's activities in a social environment focused on enriching their individual experience. Training according to the project method was to be carried out through the organization of target acts, which included the formulation of the problem, the preparation of a plan for its implementation and the assessment of implementation. The use of these projects, according to W. H. Kilpatrick, wouldn’t only prepare the child for life after school, but also help him organize his life in the present. Data on the teacher E. Collings, who also worked on the problem of developing the project method, is included. The project classifications are given according to E. Collings and W. H. Kilpatrick. The author shows the scientific relations of W. H. Kilpatrick with a number of well-known teachers-contemporaries (J. Dewey, E. L. Thorndike, E. Collings, F. W. Parker, C. DeGarmo, etc.). Conclusion. The scientific novelty of the study consists in a meaningful analysis of the views of W. H. Kilpatrick. The legitimacy of the very concept of the project method has long been beyond doubt among serious researchers and practitioners of education. At present, the project method has actually received a rebirth in various spheres of social and industrial life. The main conclusion of the article: the didactic legacy of this major American teacher is significant. It contains a value potential, requires further full-fledged study and deserves active use in modern domestic education.

The purpose of this article is to study the positive, practical experience of using didactic (lexical) material of regional content in the process of implementing the communicative approach in teaching English to students of non-linguistic specialties. The leading method in the study is the pedagogical experiment (ascertaining, forming and control stages of the experiment), as well as the method of expert evaluations, statistical processing of quantitative research results, observation, questioning, modeling of situations, dramatization. The specificity of the authors' method of applying the communicative approach, implemented in the form of a dialogue, using the vocabulary of a regional orientation, allows to increase the effectiveness of training sessions, raise the level of interest in learning English. The authors developed the content of training courses with regional orientation. The study proved the effectiveness of introducing lexical material of regional orientation.

Introduction. The problem of mentoring is one of the most urgent in pedagogical science. It′s important to take into account the positive experience previously developed by Russian and foreign science and educational practice, through the efforts of prominent teachers of the past, such as Ilya Fedorovich Timkovsky (1772-1853), who left his own unique mark in the history of the Russian enlightenment. He was the first mentor of the great teacher Konstantin Ushinsky. The purpose of the article is to show the importance of Ilya Timkovsky personality in the development of education. The objectives of the research are to create a biography of Timkovsky based on little–known sources, to characterize his activities in connection with the historical situation and the state of school affairs in the first half of the twentieth century in Russia. Materials and methods. Research methods – analysis of historical and pedagogical, methodological and memoir literature on the research topic, biographical, historical and comparative methods, axiological (value) approach to the study of historical and pedagogical material. Results. Ilya Timkovsky carried out active, fruitful organizational and administrative activities during the preparation for the opening of Kharkiv University and as the director of the Novgorod-Seversk Gymnasium, and also made a significant contribution to science and memoiristics. Memories of Timkovsky, left by his students K. Ushinsky and M. Chaly, allow us to imagine the personality of this outstanding figure of education. The memoirs of Timkovsky himself make it possible to more clearly present the historical events that he was a participant and witness. Conclusion. The personality of Ilya Timkovsky is one of the most significant in the history of Russian education and needs further study by historians of pedagogy. The article was prepared in connection with the 250th anniversary of Ilya Timkovsky.

Introduction. The scientific and pedagogical heritage of the outstanding French humanist teacher of the first half of the twentieth century. Célestine Freinet (1896-1966) is extensive and diverse, and is of considerable value for domestic education. The purpose of the article is to reveal the relevance of the idea of using free children's texts in the pedagogical process put forward by Freinet and implemented by him in practice. This idea is particularly important in the work of general education and vocational schools in modern conditions characterized by the accelerated development of distance learning, the constant introduction of technological innovations, as well as the introduction of anti-epidemiological restrictions. Research methods are: a critical analysis of the works of S. Freinet, foreign and domestic authors, researchers of his pedagogical heritage, as well as biographical and historical methods. The research is based on an axiological approach that allows us to identify the value essence of the phenomena and facts to be studied. Results. The study contains biographical facts that characterize S. Freinet as an outstanding teacher and humanist. The article reveals his tireless activity in organizing teachers from different countries in international pedagogical organizations, which aimed at spreading advanced pedagogical ideas and humanistic traditions. The scientific views of Freinet on the use of free children's texts, which remain relevant to this day, as well as a number of other pedagogical views, are comprehensively analyzed. Discussion and conclusions. A critical, but generally positive assessment of S. Freinet's ideas from the standpoint of modern pedagogical science is given. Among them are the organization of education, the relationship between teachers and students, the social purpose of the school, etc. The scientific novelty of the study is to identify the relevance of a number of ideas of an outstanding French teacher, and, above all, about the use of free children's texts in domestic education, which has not previously been the subject of the study of domestic comparative teachers. S. Freinet is included by the author of the article in the book «100 great teachers». In 2021, the 125th anniversary of his birth is celebrated.

The article deals with the biography of the prominent Russian teacher of the second half of the XIX - the beginning of the XX century Nikolai Vladimirovich Chekhov (1865-1947). His communication with A. I. Ulyanov and M. S. Alexandrov (Olminsky) is mentioned in the paper. N. V. Chekhov’s contribution to the development of pedagogical science and public education in Russia is characterized and his views on the development of the national education system and pedagogical science are shown. N. V. Chekhov is also presented as a scientific supervisor of Anatoly Ivanovich Kondakov, one of the first heads of the RSFSR Academy of Pedagogical Sciences, the creator of Znamenskaya school-commune in Vyatka province well-known at that time.

Today's educational situation in Russia is characterized by active efforts of native teachers and officials to improve national educational system. Hence are numerous attempts of the creative rethinking of all those valuable successes, that had been reached by predecessors. In this regard, educational reform of the first quarter of the XVIII-th century is of considerable interest for modern educators. This reform was carried out by the Emperor Peter I and his associates. Peter I has undertaken a number of progressive steps in order to establish various types of schools in the cities as well as in provincial towns and villages. First libraries, typographies, Academy of sciences were established due to his decrees. The article presents the progressive educational efforts of the Bishop Lavrenty Gorka (1671-1733), the founder of the first Slav-Latin school in the town of Hlynov, in the Vyatka province. The article is aimed to show in what way the initial phase of the process of enlightenment in rural Russia was carried out. Much attention in the article is devoted to the characteristic of socio-political conditions which influenced the initial stage of the process of the enlightenment, and to the role of the Emperor Peter I in the process of education in Russia, as well as to the description of difficulties which the first educators had to overcome. The Vyatka province was a remote region of the Russian Empire in the XVIII-th century, and as well as all the other Russian regions of that time, it has suffered heavily from the illiteracy of its population. Gorka had to face a lot of difficulties: lack of textbooks, teachers, finance, facilities, etc. But the most difficult obstacle was the stubborn resistance of the local clergy; practically all the local priests were almost illiterate, and they didn't want to get well educated young rivals. Gorka made straightforward preparations for opening the first school in the Vyatka province. He succeeded in inviting well-educated teachers to Hlynov. A school library was established. Gorka was successful in gathering 400 pupils. He paid much attention to the rational organization of the school routine. After his death the succeeding Vyatka Bishops Veniamin Sahnovsky, Varlaam Skamnizky and Antony Illiashevich promoted the development of education in Hlynov. These were the first educators of the Vyatka province.