This review deals with publications about the Soviet school and pedagogy in the Estonian academic journal Kasvatus (“Education”) in the 1920s — 1930s. They refl ect the educational policy of the period of elimination of illiteracy in Soviet Russia prior to the period of industrialisation and of polytechnicisation of the school. Several notes and articles touch upon problems related to experiments, development and reforms of the Soviet school, statistics of education and forms of educational institutions. An outline by the Estonian children’s writer and educationalist A. Oengo-Johanson reveals the content of the all-Union pedagogical exhibition in Leningrad in 1929 and criticises the politicisation of the educational process. Doctoral student E. Oissar analyses the content and methods of teaching in the reformed Soviet school until 1930. A series of works by Soviet authors were translated and published in the early 1930s, including “From the Experience of the Methodology of Psychological Observations on Children” (Из опыта методики психологических наблюдений над детьми) by the disfavoured Soviet psychologist M. Basov. An article by the economist L. Sabsai dealt with the success of education during the ten years of the Soviet power. Moscow teacher S. Klyavin devoted his work to the Soviet polytechnic school.

journal Kasvatus (“Education”), Estonia, USSR, school, education, reforms

1. Abramov J., Käis J., Hinnov P. (eds.) (1927). Pestalozzi elukäik ja ilmavaade: 100 surmapäevaks toimetanud Võru Õpetajateseminar. Võru.
2. Album Academicum Universitatis Tartuensis 1918–1944. Kõide 2 (1994). Tartu; Tallinn.
3. Andresen L. (1995). Eesti kooli ajalugu. Algusest kuni 1940.aastani. Tallinn.
4. Arnold V. (1998). “Port, Jaan”, in Eesti kooli biograafi line leksikon. Tallinn, 183–184.
5. Basov M. (1926). “Metodika psikhologicheskikh nabliudenii nad det’mi: s 14 risunkami i 2 diagrammami v tekste” [Methodology of Psychological Observations on Children: with 14 pictures and 2 diagrams in the text]. Moscow; Leningrad (in Russian).
6. Basov M. (1931). Obshchie osnovy pedologii [General Foundations of Pedology]. Moscow; Leningrad (in Russian).
7. Basov M., Zeiliger E., Levina M. (eds.) (1925). Pedagog i issledovatel’skaia rabota nad det’mi [Educationalist and Study of Children]. Leningrad (in Russian).
8. Bauer H. (1961). “Veit Valentin, 1885–1947”, in S. W. Halperin (ed.) Some 20th-Century Historians. Chicago, 103–141.
9. Bokowneff P. (ed.) (1926) Märkusi saksa keele foneetikast eesti koolidele = Bemerkungen zu einer Phonetik der deutschen Sprache für estnische Schulen. Tartu.
10. Bykova E. (2011). “Reformirovanie sistemy shkol’nogo obrazovaniia v SSSR v 1917–1930 gg.: organizatsionnye i ideologicheskie aspekty” [Reforms in the System of School Education in the USSR in the Period of 1917‒1930s: Aspects of Organisation and Ideology]. Vestnik Tomskogo gosudarstvennogo universiteta. Filosofi ia. Sotsiologiia. Politologiia, 1 (13), 182 (in Russian).
11. Eisen F., Horm V. (1985). Koolile pühendatud elu: Johannes Käis 1885–1950. Tallinn.
12. Elango A. (1933). “Ovide Decroly ja tema meetod”. Kasvatus, 2, 49–53.
13. Elango A. (1998). “Roos, Ants”, in Eesti kooli biograafi line leksikon. Tallinn, 210.
14. Fein V., Vershinin S. (2013). Taganrogskie Sabsovichi i ikh potomki: Opyt genealogicheskogo issledovaniia [The Sabsovich Family from Taganrog and their Descendants]. Moscow (in Russian).
15. Kasvatus. 1919 1: 3; 1923 1: 33; 1925 12: 75; 1927 1: 8; 1928 2: 118, 10: 516–517, 521; 1929 1: 42–43, 6: 257, 8: 376–377; 1930 10: 457–474; 1931 4: 168, 170–172, 188, 5: 198–207; 1933 1: 46, 2: 60–71, 4: 145–153; 1934 7: 340–341; 1936 6: 280–281; 1937 4: 189–190; 1937 4: 189–190, 8: 461–462; 1939 10: 449–450.
16. Levchenko E. (2008). “Mikhail Iakovlevich Basov: zhiznennyi put’ i psikhologicheskaia kontseptsiia” M. Ia. Basov: Biography and Psychological Conception]. Metodologiia i istoriia psikhologii, 3/4, 21–45 (in Russian).
17. Monroe P. (ed.) (1926). A Cyclopedia of Education, 1–5. New York.
18. Oissar E. (1931). “Kool Nõukogude-Venemaal (Sotsialistlikkude Nõukogude Vabariikide Liidus)”. Kasvatus, 3: 123–127; 4: 166–172.
19. Prinits O. (1998). “Grüntal Julius”, in Eesti kooli biograafi line leksikon. Tallinб 47–48.
20. Raikov B., Ul’ianovskii V., Iagodovskii K. (1924). Issledovatel’skii metod v pedagogicheskoi rabote [Scientifi c Method in Educational Work]. Leningrad (in Russian).
21. Riik on loodud — loogem kodanikka (1919). Kasvatus, august, 1, 1–3.
22. Haridusministeeriumi sajand 1918–2018 / Koostaja Liivi Uuet; vastutav toimetaja Tõnu Tannberg. Tartu, 2018. Lk. 24.
23. Pestalozzi elavad sõnad: valik J.H. Pestalozzi teostest / Toim. P. Põld. Tõlk. E. Oissar, S. Schönberg (Riig). Tartu, 1927. (EKS Pedagoogilise Toimkonna Toimetused).
24. Vilbaste M. (1998). “Murdmaa, Enn”, in Eesti kooli biograafi line leksikon. Tallinn, 154.

Šor Tatjana
Academic Degree: Candidate of Sciences* in Philology;
Post: Independent Researcher;
ORCID: 0000-0002-4584-7622;
Email: tshor2006@gmail.com. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The article studies the structure and activities of teacher training seminaries in the Baltic countries at the beginning of the 20th century. The end of the 19th — beginning of the 20th centuries was marked by an intensive development of the education system in the Russian Empire. It was most developed in the Western outskirts, where, according to the census of 1897, the highest percentage of literacy of the local population was observed. Teacher training seminaries in the Baltic countries already had a certain tradition in line with the Prussian models. They were funded by the local nobility. The lessons were in the German, Latvian, and Estonian languages. In 1870, the fi rst government-run Baltic-region teacher training seminary was estabslished, with Russian as a language of instruction. Prior to World War I, teachers’ seminaries with Russian a language of instruction operated in three Baltic provinces, i.e. two in Courland (Kuldīga, founded in 1870 and Ilūkste, 1910), two in Livland (Tartu, 1878, and Valmiera, 1894) and one in Estland (Rakvere, 1912). They trained 449 persons; 100 students completed the full course with a degree of primary school teacher, and 117 were accepted as students. There was a plan to open a teachers’ seminary for women in Võru. In connection with the evacuation of educational institutions from the occupied Western territories, the network of local teachers’ seminaries ceased to fulfi l its primary function of providing personnel for local government-run schools. In Estonia and Latvia, teaching seminaries with the Russian language of instruction ceased to function after 1918.

teachers’ seminaries, Baltic provinces, Latvia, Estonia, Kuldiga, Tartu, Valga, Valmiera, Ilukste, Rakvere

1. Allese E. (ed.) (2002) Rakvere Õpetajate Seminar 1912–1957 [Rakvere teachers’ seminar]. Tallinn.
2. Feigmane T. (2003) “Deputaty-staroobryadtsy v Latviiskom Seime” [Old Believer Deputies in the Latvian Sejm], in Russkie v Latvii. Vyp. 3. Iz istorii i kul'tury staroveriya [Russians in Latvia. Issue 3. From the history and culture of Old Believers]. Riga. P. 183–205 (in Russian).
3. Ivanov I. (2008) “Kallistratov M. A.”, in Vydaiushchiesia russkie latviitsy. Biografi cheskii spravochnik [The outstanding Russian Latvians. Biographical reference]. Riga, p. 58 (in Russian).
4. Jõgi M. (1998) “Raam, Voldemar-Oskar”, in: Rannap H. (ed.) Eesti kooli biograafi line leksikon [Estonian school biographical lexicon]. Tallinn, p. 193–194 (in Estonian).
5. Ķestere I. (2005) “Irlavas skolotāju seminārs” [Irlava teachers’ seminar]. Latvijas enciklopēdija. Rīga.
6. Kiirats M., Põld P., Tork J. (eds) (1929) Tartu Õpetajate Seminar 1828–1928 [Tartu teachers’ seminar]. Tartu.
7. Klasovskaia O. (2006) Otechestvennye uchebniki po pedagogike kak sredstvo professional'nogo obrazovaniia uchitelei: Vtoraia polovina XIX — nachalo XX veka [Russian textbooks in pedagogy as a means of professional education of teachers: The second half of the 19th — early 20th centuries]. Piatigorsk (in Russian).
8. Laul E. (ed.) (1989) Eesti kooli ajalugu [History of Estonian School, 12th Century — 1860]. Tallinn.
9. Moskovkin V., Sadovski M. (2017) “Rol' uchebnogo posobiia P. E. Roshchina «Ocherk glavnykh prakticheskikh polozhenii pedagogiki, didaktiki i metodiki, primenennoi k uchebnym predmetam nachal'nogo obrazovaniia» v sisteme dorevoliutsionnogo rossiiskogo obrazovaniia” [The role of P. E. Roshchin’s manual “Outline of the main practical provisions of pedagogy, didactics and methodology applied to the subjects of primary education” in the system of pre-Revolutionary Russian education]. Alma mater. Vuzovskaia Nauka. Vestnik vysshei shkoly, 8, p. 114–118 (in Russian).
10. Smirnova V. (2014) “K 155-letiiu so dnia rozhdeniia Mikhaila Ivanovicha Demkova” [On the 155th anniversary of Mikhail Ivanovich Demkov]. Istoriko-pedagogicheskii zhurnal, 2, p. 20–25 (in Russian).
11. Teedema L. (ed.) (2006) Arhiivijuht II. Haridus. Teadus. Tartu.
12. Tomāss Ed. (ed.) (1940) Baltijas skolotāju seminārs 1870–1919 [Baltic teachers’ seminar 1870– 1919]. Riga.
13. Ushinskii K. (1988) “Proekt uchitel'skoi seminarii” [Project of a teachers’ seminary], in Pedagogicheskie sochineniia v 6 tomakh [Pedagogical works in 6 vols], vol. 2. Moscow (in Rus sian).
14. Vičs A. (1940) Latviesu skolu vēsture. Piektā grāmata. Laikmets no 1905–1915 [History of Latvian school. The fifthbook. The period of 1905–1915]. Riga (in Latvian).
15. Zhukov L. (1980) Podgotovka narodnykh uchitelei v Lifliandskoi i Kurliandskoi guberniiakh v epokhu kapitalizma [Training of teachers in Livonia and Courland in the era of capitalism]. Riga (in Russian).

Šor Tatjana
Academic Degree: Candidate of Sciences* in Philology;
Place of work: Independent Researcher;
ORCID: 0000-0002-4584-7622;
Email: tshor2006@gmail.com. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.