| Annotation |
The article is devoted to the role of pupils of military schools, who participated in meetings of representatives of the House of Romanov in Akmola region in the second half of the XIX century. Such events contributed to the patriotic and aesthetic education of students, the development of discipline of future military, demonstrated a clear example of a certain set of ceremonial features and building hierarchical subordination. In addition to the spiritual and psychological influence, there were also material results of meetings of the Grand Dukes with students: especially for the arrival of distinguished guests, new buildings of educational institutions were built, or existing ones were reconstructed and renamed; additional funding was allocated for educational institutions, nominal scholarships were established for gifted or indigent pupils, etc. The Military estate for the Akmola region located on the border has always been of paramount importance. Soldiers, Cossacks were a support at protection of borders, especially in the XIXth century when Russia carried out active actions for conquest and development of the future Asian possessions. In turn, for the timely and reasonable replenishment of the army ranks of great importance was the education and training of the younger generation in the spirit of the existing ideology and statutory orders. This is the reason for the choice of territorial and chronological framework of this study that, in turn, determines its relevance. The work methodology includes the use of interdisciplinary methods (concepts) system (a single set of phenomena), structural-functional (component of military education and its existence in the region), diachronic (qualitative changes of the studied object at different historical periods), sociocultural (the relationship between the education system and the festive culture) and problem-chronological (allocation and isolation of the topic) methods. The novelty of the presented scientific research is a dual symbiosis: on the one hand, education and festive culture, on the other – military service and civil society. |
| References |
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