Education system see education system.

The education system is the structural and functional unity of educational institutions and the corresponding higher administrative institutions of the regional and federal scale, which together create a given educational space in a given region

Essay

on this topic:

« The teachings of P.F. Lesgaft on physical education and his pedagogical activity"

Introduction …………………………………………………………………… 3

1. Biography of P.F. Lesgaft………………………………………………. 4

2. The teachings of P.F. Legafta on physical education……………………... 6

3. P.F. Lesgaft’s pedagogical activity…………………………. 10

Conclusion………………………………………………………………… 13

Literature…………………………………………………………………. 14

Introduction

In the history of the development of domestic science, in particular pedagogical theory, P.F. Lesgaft has a special place. He managed to create a comprehensive, harmonious system of physical education, in which the education of school-age children occupies a central place. One of the leading ideas of his most significant scientific work "Guide to the physical education of schoolchildren" is that the main task of the school is the education of a person, his formation as a person. He wrote: “The task of the school is to consider the clarification of the meaning of a person’s personality and the restriction of arbitrariness in his actions, if the school period is that only ideological period in life when abstract thinking and the concept of truth develop, when a person is formed” .
At the heart of the pedagogical system P.F. Lesgaft is the doctrine of the unity of the physical and spiritual development of the individual. The scientist considered physical exercises as a means of not only physical, but also intellectual, moral and aesthetic development of a person. At the same time, he constantly emphasized the importance of a rational combination, mutual influence of mental and physical education. “It is necessary,” the author wrote, “that mental and physical education go in parallel, otherwise we will disrupt the correct course of development in those organs that will remain without exercise.”

Lesgaft argued that the development of the body is influenced by the environment and exercises:“Everything that exercises - develops and improves, everything that does not exercise - disintegrates” .

The purpose of this work is to study the main facts of the biography of P.F. Lesgaft, to get acquainted with the main provisions and theses of his scientific and pedagogical heritage.

Biography of P.F. Lesgaft

An outstanding anatomist - the founder of theoretical anatomy in Russia, a wonderful teacher, initiator and theoretician of physical education, a biologist-thinker and a purposeful public figure - this is not a complete list of areas in which P. F. Lesgaft's ebullient life rushed.

Petr Frantsevich Lesgaft was born in 1837 in St. Petersburg. In 1856 he entered the Medico-Surgical (Military Medical) Academy, from which he graduated in 1861. He worked as a hospital intern and a private anatomy teacher at the Medico-Surgical Academy. In 1865, he received the degree of Doctor of Medicine on the basis of defending his thesis "On the termination of the longitudinal muscle fibers of the rectum ..." In 1868, he added to it the degree of Doctor of Surgery, which was awarded to him after the presentation of the anatomical and surgical dissertation "Colotomia" (artificial passage for feces) in the left lumbar region from an anatomical point of view. The degree was awarded without a public defense of the dissertation.

In the same year, P.F. Lesgaft was elected head of the Department of Anatomy at Kazan University, but in 1871 he was removed from teaching by decision of Tsar Alexander II. The basis was an article by P. F. Lesgaft in the newspaper "St. Petersburg Vedomosti" dated September 23, 1871, exposing abuses at the University. From 1872 to 1893, P. F. Lesgaft conducted classes with volunteers on courses (1872 - 1874), was busy teaching anatomy at the Medical and Surgical Academy, reading a privatdocent course at St. Petersburg University (1875 - 1893). Since 1893, his activities were concentrated in the Biological Laboratory he created in St. Petersburg. For signing a protest against the beating of students at a demonstration, he was subjected to repression, in 1902 he was expelled from St. Petersburg.

The independence of judgment and the uncompromising political position of the scientist were the cause of great sympathy for him in the revolutionary circles of St. Petersburg. When in 1895 the society "Help in Reading the Sick and the Poor" was formed, he joined the ranks of its leaders. The members of the society were the sister of V.I. Lenin Anna Ilyinichna and her husband M.T. Elizarov. In 1905, with the permission of P.F. Lesgaft, the Council of Workers' Deputies met in the premises of the Biological Laboratory he led, and the Board of the Trade Union of Printers met.

An important event in the life of P. F. Lesgaft was the study of methods of physical education. In 1874, he was instructed by the Office of Military Educational Institutions of the War Department to get acquainted with gymnastics in Western European countries. The idea was to introduce this experience into Russian officer schools. The program provided by P.F. Lesgaft after returning to St. Petersburg was not accepted, however, he became seriously interested in the problem of physical education, and this left an imprint on his views as a morphologist. From 1877 to 1882, he tested his conclusions in the process of teaching at training and gymnastic courses for officers.

In 1905, he organized the so-called Free Higher School, which was banned by the government in 1907, on the basis of courses for physical education leaders. P.F. Lesgaft died in 1909. P.F. Lesgaft's outstanding achievements in anatomy were made possible thanks to his encyclopedic education. He knew mathematics well, studied chemistry for 3 years with prof. N. N. Zinina, had deep knowledge in applied physics, in particular in the theory of resistance of materials. Independently mastered the laws of construction technology. His erudition on all topical problems of natural science was amazing.

P.F. Lesgaft's teaching about physical education.

The merits of P.F. Lesgaft in the development of the scientific foundations of physical education should be considered in more detail. The starting point for him was Lamarck's postulate on the role of exercises (functions) in the development of the organism. Passion for Lamarck was inherent in P. F. Lesgaft throughout his life. The hypnosis of the ideas of the great French scientist was significant, despite the fact that Lesgaft took from Lamarck's teachings only that section of it, in which the effect of functions on organogenesis was proved. There is no talk of any inheritance of acquired traits in the writings of Lesgaft.

Purposeful physical exercises, as Lesgaft thought, can be instilled in people in the process of physical education. But physical education is the prerogative of those who educate and teach. The task should be to implement a broad program of physical improvement of people. So Lesgaft came to the motto of physical education. This concept was proposed by him. Physical education was considered by Lesgaft as part of physical education, as its prerequisite.

The main principles of physical education were proposed as follows:

1. The principle of comprehensiveness, multi-channel physical education.

2. The principle of interconnection, mutual enrichment of physical, mental and moral education as a condition for the harmonious development of a person.

3. The principle of scientific nature of physical education, which implies:

a) interdependence of form and function;

b) recognition of age, gender, constitutional features;

c) the exclusion of the inherent doom (predestination) of the physical appearance of a person;

d) overcoming the dictates of heredity.

He calls his fundamental work on physical education "Guide to the physical education of school-age children." In modern science, this concept has been preserved and reflects the essence that Lesgaft put into it.

Physical education is considered as a systemic state of rational ways for a person to control his movements, acquiring in this way the fund of motor skills necessary in life.

Without abandoning this meaning of the concept under consideration in modern scientific knowledge, let us pay attention to a much deeper approach to its essence, found in P.F. Lesgaft.

One of the main ideas underlying the "Guidelines for the physical education of schoolchildren" is that the main task of the school is the education of a person, i.e. his formation as a personality, which Lesgaft quite definitely says: “... the task of the school is to identify the significance of a person’s personality and limit arbitrariness in his actions, if the school period is the only ideological period in life when abstract thinking and the concept of truth develop, whenman is formed.

The concept of "education" appeared for the first time in the works of N.I. Novikov (1744-1818), however, representatives of progressive Russian pedagogy, as a synonym for education - "education of the heart" and as a synonym for enlightenment - "education of the mind".

In the second half of the nineteenth century. some authors designate the whole process of personality development with the term “education”. We believe that P.F. Lesgaft also took this position. And when he writes about education, he means the formation of a person as a person. Therefore, the target setting of the physical education of school-age children is the desire to teach them to consciously control all their movements, guided by moral principles, to accurately distinguish between spatial and temporal relationships and, as a result, acquire the ability to act in accordance with the environment. In this target setting, educational and upbringing tasks merge together.

P.F. Lesgaft, for the first time in the world, developed the foundations of physical education, created the doctrine of physical education, and finally determined the content of the concept of "physical education". According to the definition of P.F. Lesgaft, the essence of physical education is to learn to "isolate individual movements and compare them with each other, consciously control them and adapt to obstacles, overcome them with the greatest possible dexterity and perseverance, in other words, to learn with the least difficulty in the shortest possible period of time. consciously carry out the greatest physical work".

Therefore, P.F. Lesgaft most fully defined the content of physical education for his time, mainly as a process of teaching motor actions. The result of physical education, as follows from its definition, is the state of a person's physical readiness for life and work. At the same time, according to Lesgaft, the content of physical education according to Lesgaft, as it seems to us, also included methods of teaching physical exercises, in particular, we are talking about a modern practical method of teaching - strictly regulated, i.e. learning in parts and as a whole, as evidenced by the phrase: "Isolate individual movements and compare them betweenyourself."Moreover, P.F. Lesgaft made an attempt to determine the structure of teaching motor actions, designating a special stage of training as a stage of improving motor skills, because onlyA person who has achieved motor perfection ensures economical performance of labor motor actions.

Lesgaft paid great attention to the content of physical education -use of exercises and games as a method of learning . The scientist classified physical exercises into four main groups:
1. Simple exercises in the movements of the head, torso, limbs and complex exercises with varieties of movements and throws.
2. Exercises with increasing stress during motor actions with sticks and weights, when throwing wooden and iron balls, jumping, climbing, wrestling and maintaining balance.
3. Exercises with the study of spatial and temporal relationships while running at a given pace, jumping a certain distance and throwing at a target.
4. Systematic exercises in the process of simple and complex games, swimming, skating and skiing, hiking, excursions and martial arts.

In the curriculum of general educational institutions there is a subject "physical culture", the main task of which is to achieve an appropriate level of general education in this discipline as an integral part of the general education of students. Physical education as a social practice has its own stages of development.

During the time of P.F. Lesgaft, school physical education was primitive and solved narrower tasks - to teach to master movements, to develop motor qualities in order to prepare for work. Of course, then there was no task of promoting the formation of physical culture of schoolchildren. However, gradually the status of the school subject "physical culture" changed and the role of education in physical culture in society has increased significantly by now.

Pedagogical activity of P.F. Lesgaft

In the preface to the second edition of the second part of the "Guide to the physical education of schoolchildren" P.F. Lesgaft noted that adverse events in the school, observed between students, can be destroyed not by police measures, but by strictly conducted physical exercises and games. A self-controlled and self-controlled educated leader will always deal with his student with persuasive words, never resorting to any measures of persecution and punishment, which are completely unacceptable in a normal school, which is based on the psychological analysis of the child and the elucidation of his nature.

Through physical education, he wrote, it is necessary to teach a young person to control himself, to acquaint him with spatial relationships, the distribution of his work over time, and to raise the energy of his activity. In his pedagogical activity, Lesgaft sought from teachers an excellent knowledge of his subject on the basis of scientific achievements in anatomy, physiology, and psychology. A good teacher, in his opinion, is excellent discipline, restraint in managing one's emotions, love for children, external neatness and elegance in movements.

Increased requirements P.F. Lesgaft presented to the nutritional hygiene of those involved in physical exercises. He did not recognize any "surplus irritants": mustard, pepper and other spices, which are not needed by benign and diverse products. Especially condemned alcoholic beverages.

Lesgaft paid great attention to the content of physical education, to the use of exercises and games as a method of cognition. He classified physical exercises into four main groups: 1) simple exercises in the movements of the head, trunk, limbs and complex exercises with varieties of movements and throwing; 2) exercises with increasing stress during motor actions with sticks and weights, when throwing wooden and iron balls, jumping, wrestling, climbing, maintaining balance; 3) exercises related to the study of spatial and temporal relationships when running at a given pace, jumping a certain distance and throwing at a target; 4) systematic exercises in the process of simple and complex games, swimming, skating and skiing, hiking, excursions and martial arts. The definition of play is interesting: "Play is an exercise through which the child prepares for life."

At the same time, he revealed the difference between games for preschool children and games for schoolchildren. The first are games in the creative repetition of what children saw and noticed in the surrounding reality. The second are games organized by the teacher for the development of independent motor activity with a number of methodological provisions.

It is also noteworthy that both the preschooler and the schoolchild, according to his theory, in game situations are actively acting personalities in all their manifestations, in relationships with the environment. Lesgaft's requirements for games are valuable and relevant in a modern way: gradualness in the selection of games and their compliance with the development of the child; mandatory setting of goals and objectives for each game; unconditional fulfillment by the participants of the games of the established rules; persistent introduction of self-government in the game; the systematic influence of games on children with their gradual complication; exclusion from the everyday life of games that cause the manifestation of negative qualities in children - cruelty, etc.

Noteworthy is the classification of games proposed by him, which is based on the organization of a team of players and the formation of the nature of the relationship between them, taking into account age characteristics. On this basis, two groups of games are distinguished: simple and complex. In each of these groups, he subdivides games according to the complexity and duration of individual motor actions into games with running, throwing, and wrestling. These subgroups, in turn, are subdivided according to the types of exercises with the complication of requirements. For example, in running games, you can use running in a straight direction, in a circle, in an inclined position, together, in a chain, collective motor actions.

Man, according to P.F. Lesgaft, who is well and consciously mastering his motor actions, correctly chooses the most expedient forms and pace of movement, which is the most important goal of the physical education of a schoolchild. This target setting should not be forgotten in the modern school: it is necessary to teach children to rationally use the accumulated knowledge, skills and abilities, to prepare a person for their best application in life.

Rightly defending the position that children's creative play should not be imposed by adults and that the child should indulge in it with all his being, P.F. Lesgaft, however, exaggerated the possibilities of children. In his opinion, the child, "somewhat physically tired, discusses the meaning of what he did and how he did it." In practice, it is known that an adult person very often needs the help of a teacher-trainer to analyze game situations, and it is especially difficult for a child to independently comprehend "the meaning of what he did and how he did it."

At the same time, in Lesgaft’s reasoning on these educational problems, the idea that the teacher is obliged to develop the initiative of children in the process of games, to study his students and take into account the characteristic features of each in pedagogical activity for a purposeful and specific impact on them is valuable. In accordance with this methodological position, the teacher must, together with the children, analyze game situations, especially carefully observe the behavior of the players, use their mutual influences on each other in the interests of the team.

Great is his contribution to the development of the patterns of raising children in the family, shaping them as individuals from the standpoint of the doctrine of the types, temperament and character of a person, taking into account the role of the social environment and areas of education. He consistently fought for equal and equal physical education for both boys and girls.

Conclusion

The scientific pedagogical heritage of P.F. Gesgaft goes far beyond the framework of any particular historical period and can be considered as one of the most important sources of pedagogical science, containing ideas, the wealth of which has not yet been fully exhausted. The most important scientific provisions set forth in the works of Pyotr Frantsevich on anatomy, anthropology, biology, history and methods of physical education have not lost their significance to the present. The progressive scientific, pedagogical, social activities of Lesgaft allow us to classify him among the outstanding representatives

domestic science and culture.

Like no one before him, he realized that physical education should be organized on a strictly scientific basis. P.F. Lesgaft saw this scientific basis in anatomy and physiology, which make it possible to outline the correct program of physical exercises and find out the degree of influence of these exercises on the body. The function, according to Lesgaft, determines the form, and therefore, the perfect form (a healthy body) is directly dependent on the active influence of exercises on it.

P. F. Lesgaft drew practical conclusions from this provision. If the usual functions of the organs are supplemented with special exercises, if a complex of reasonable training loads is developed for better development of the organs, then a more perfect form can be achieved. Following in this direction, P. F. Lesgaft for the first time laid a bridge between anatomy and physical culture and created a scientifically based theory of physical education of people.

Lesgaft's successes in the promotion and dissemination of physical education in Russia are generally recognized and marked by the assignment of his name to the oldest institute of physical culture - Leningrad.

Literature

Goloshchapov B.R. History of physical culture and sports: textbook. allowance for students. higher textbook establishments. - 5th ed., Rev. and additional M., 2008.

Dmitriev S.V. Motor task as an object of theoretical and methodological analysis // Teoriya i praktika nat. culture. 1988, no. 2.

3 . Lesgaft P.F. Guide to the physical education of schoolchildren // Lesgaft P.F. Selected works / Comp. I. N. Resheten. - M.: FiS, 1987.
4. Simonkina Yu. S., Iokhvidov V. M. Petr Frantsevich Lesgaft - the founder of physical education [Text] // Actual tasks of pedagogy: materials of the international. scientific conf. (Chita, December 2011). - Chita: Publishing house Young scientist, 2011. - S. 55-57.

Internet sources

1. Petr Frantsevich Lesgaft - the founder of physical education.

2. P.F. Lesgaft - the founder of theoretical anatomy in Russia.

3. Physical education http://lib.sportedu.ru/Press/tpfk/2002n3/p25-26.39.htm

Russian biologist, anatomist, teacher, doctor, creator of the scientific system of physical education P.F. Lesgaft was born on September 8 (20), 1837 in St. Petersburg, in the family of a Russified German, a jeweler, a member of the Gold Arts Workshop, Johann Peter Otto Lesgaft and his wife Henrietta Louise. His father, who was called Pyotr Karlovich in Russia, was a restrained, stern man, he loved order, discipline, frugality in everything and taught his children to do the same. This was also due to the low income of the family. He was listed as a merchant of the third guild, had a small jewelry shop with a workshop, where he was forced to spend most of his time in order to somehow provide for his family. Father P.F. Lesgafta treated his son very harshly and persistently taught him to work. The environment surrounding Peter left an imprint on his whole life. Respect for work, intolerance for laziness, adherence to principles and disinterestedness, laid down from childhood, became integral features of his character.

In January 1848, having received a primary education at home, 9-year-old Peter Lesgaft, following the example of his older brothers, was assigned to Petrishula, the main public school of St. Peter. Lesgaft studied well. He was given all subjects, except for Latin and French, which later P.F. Lesgaft mastered without difficulty. He diligently completed assignments, sat up for a long time over books and textbooks. But in 1851, his father suddenly interrupted his studies and gave his fourteen-year-old son as an apprentice to a familiar pharmacist. It is not known how the relationship between the obstinate teenager and the pharmacist developed. However, unable to withstand even a year, Peter ran away from the pharmacy, causing the wrath of not only his father, but also his mother. In the autumn of 1852, he entered the men's department of the Annenshule, St. Anna's School, which also had a good reputation.

In 1854, by the time he graduated from school, Peter was 17 years old. Apparently, being a pharmacist's apprentice nevertheless aroused in Peter an interest in medicine and chemistry. After some hesitation, he submits documents to the Medico-Surgical Academy, and in the summer of 1856 he becomes a student. During the study of Peter Lesgaft at the Academy, the composition of its professors was one of the best: the departments and clinics were headed by Ya.A. Chistovich, N.F. Zdecauer, T.S. Illinsky, A.Ya. Krassovsky, V.E. Eck, I.M. Balinsky. Under the leadership of N.N. Zinina P. Lesgaft received the first skills of research work, learned how to set up experiments and handle chemical reagents. Soon he began to assist Zinin in lectures.

In the third year, Peter became interested in anatomy and gave himself to it with all his passion, anatomy became the work of his whole life. Many professors had a great influence on the formation of Lesgaft's views, but Professor V.L. Gruber. Czech by nationality, he was a thunderstorm and a favorite of many generations of students at the academy. Gruber, like N.I. Pirogov, was not an easy character. Fanatically devoted to anatomy, Gruber spent whole days in the dissection room, looking for more and more anomalies in the tissues of corpses, in the discovery and description of which he knew no equal in Europe. Gruber was the first to open the doors of the anatomy room to women interested in science. Following the example of the teacher, Lesgaft, a staunch champion of women's medical education, did the same later. Lesgaft patiently cultivated in himself Gruber's passion for business, indefatigability in work, adherence to principles, a sense of duty and justice, and most importantly, independence of judgment. Later, in medical circles, P.F. Lesgaft was called "the poet of anatomy", and Professor V.L. Gruber - "Pimen of the Russian anatomical school."

In the summer of 1860, the department of practical anatomy was opened at the academy under the direction of V.L. Gruber. Student Pyotr Lesgaft soon became one of the most zealous visitors to the preparation room and the professor's favorite student. Gruber began to involve him in serious work as an assistant: he entrusted the preparation of preparations, trusted him to assist in embalming, which Lesgaft quickly mastered. In 1860, for the skillfully performed work on embalming the body of Empress Alexandra Feodorovna, 5th-year student Pyotr Lesgaft received a reward of 300 rubles.

In 1861, the final exams began, only 140 people out of 254 who entered in 1856 reached them. According to the rules, examinations were held simultaneously for the degree of doctor and for the title of county doctor. The doctor's degree required satisfactory grades in 24 subjects. For the title of county doctor - separately satisfactory marks in forensic medicine, medical police, toxicology and epizootics. P.F. Lesgaft passed all the exams with honor, having received on June 10, 1861 the degree of a doctor and the title of county doctor. On June 18, a solemn act took place, during which the young doctor was awarded a diploma in Latin about his graduation from the academy with a silver medal. The Academy was completed, but only a few of the graduates found work in the Military Medical Department. There were not enough vacancies in the civilian department, so the newly minted doctors were assigned a monthly allowance and given the opportunity to prove themselves in the role of free practitioners. At the suggestion of V.L. Gruber Lesgaft agreed privately, without remuneration, to work for him at the Department of Practical Anatomy at the Anatomical Institute, performing the duties of a non-staff dissector. The financial situation of Lesgaft at that time was unenviable. Having no permanent income, he worked as a tutor, supervised practical classes for 2nd year students, lectured on anatomy to students of the Medical and Surgical Academy, taught anatomy and surgery to students of the Military Medical School. In the same place, with the help of Gruber, Lesgaft was given a separate room where he equipped a dissecting room. In it, he lost all his free time, exploring the anatomy of the muscle layers of the perineum. On the advice of Gruber, he decided to make these studies the basis of his dissertation.

At the beginning of 1862, P.F. Lesgaft received his doctorate in medicine and surgery. His position began to be determined. On March 23, 1863, by order of the Military Department on the ranks of civilians, Pyotr Lesgaft was appointed as a freelance intern without pay in the 2nd Military Land Hospital, in the women's department of the surgical clinic of Professor A.A. Kitera. This position enabled Lesgaft to freely manage his time, and he worked hard on his dissertation. At the same time, Lesgaft became interested in anthropology, studied the structure of the skull, the characteristics of growth and its formation in people of different ages and sexes. Traveling abroad in the summer, he visited anatomical museums and got acquainted in detail with the collections of skulls.

May 29, 1865 P.F. Lesgaft brilliantly defended his dissertation "On the end of the longitudinal muscle fibers of the rectum in humans and some animals" for the degree of Doctor of Medicine. “His dissertation is one of the best that has ever appeared at the Medico-Surgical Academy,” wrote Gruber. “It is based on a huge amount of research and compiled with great precision and love for scientific truth.” By this time, P.F. Lesgaft was already half a year married to Elizaveta Andreevna Yurgens. Together with her, he celebrated his success. On January 1, 1866, a son, Boris, was born to the young. In the same year, Pyotr Frantsevich was appointed to the post of ordinate at the eye department in the same hospital. This finally gave him a steady income. Joining ophthalmology, he became interested in a disease of the organ of vision - tearing. After conducting a lot of research, he found the answer to the question that occupied ophthalmologists, and on December 1, 1866, he spoke at a meeting of Russian doctors in St. Petersburg with a message “On the circular muscle of the eye and its effect on the mechanism of absorption of tears.” New work by P.F. Lesgaft was struck by the depth and persuasiveness of the study, he was elected a member of the Society of Russian Doctors. Soon, for his diligent service, P. Lesgaft was awarded the Order of St. Stanislav, 3rd degree. In the spring of 1868, at the request of V.L. Gruber, Lesgaft, already recognized by everyone as one of the best anatomists in St. Petersburg, received the position of dissector of anatomy, while remaining at the same time an intern in the hospital. In the same year, P.F. Lesgaft received his Doctor of Surgery degree for his essay "Colotomy in the left lumbar region from an anatomical point of view." His anatomical technique, teaching abilities and published scientific works attracted the attention of the leaders of the medical faculty of Kazan University, and on September 11, 1868, he was invited there and approved by nine votes to one as professor of physiological anatomy.

At Kazan University, Professor P.F. Lesgaft made an extraordinary act, in September 1870, inviting a student of the midwifery class Evgenia Muzhskova to help in conducting practical classes at the department. So, for the first time in Russia, a woman put on a dissecting apron and stood next to the men. In Kazan, P.F. Lesgaft stayed for 3 years. He was the founder of the Society of Naturalists at Kazan University, he came up with the idea of ​​creating an anthropological museum, organizing expeditions to replenish it, and opening a lecture hall on modern problems of science. "One of the brightest anatomists that light produced," the Kazan newspaper Nedelya wrote about Lesgaft in December 1870. But after 3 years he was fired from the university. The “Lesgaft case”, which caused a great public outcry, coincided with the events that frightened the tsarist government: in September 1870, a revolution began in France, which led to the creation of a republic. The impetus for dismissal was the exams, which instead of P.F. Lesgaft was received by Professor of Pathological Anatomy A.K. Petrov. When examining the case in the university council, it turned out that the exams were held in violation of the requirements, without dissecting the corpse. Outraged by this circumstance, P.F. Lesgaft wrote a letter to the newspaper, which published a sensational article "What's going on at Kazan University." Compromised trustee P.D. Shestakov obtained from the emperor the dismissal of P.F. Lesgaft without the right to teach. The expulsion of a brilliant professor stirred up the whole city. Students hung out proclamations in defense of Lesgaft, and 7 of the best professors of the university put their resignations on the rector's desk.

October 24, 1871, leaving his wife and son in Kazan, Lesgaft went to St. Petersburg. There he had to accept the only job that he could be offered - to privately produce anatomical preparations for the veterinary department. This provided a meager livelihood. He begins to attend the lectures of Professor M.M. Rudnev in pathological anatomy and studies histological preparations. P.F. Lesgaft writes a long article on anthropology "The task of anthropology and the method of its study", which attracted the novelty and originality of the author's views on a still new branch of knowledge. He wrote: “We can know a person, direct and evaluate his actions only when, understanding the structure of his body, we will know well the influence of all external conditions on him, both physical and moral.” In the winter of 1871-1872, he took the first steps on this path, which later glorified his name. The uncertainty of the position of "professor without a chair" forced him to apply more than once to the Medical Department for admission to the service. Finally, on April 27, 1872, he was accepted as a junior official at the Medical Department, and in the summer of that year he was sent to fight cholera in Kyiv, and then in Mogilev province. Lesgaft coped with the assigned task: he was able to quickly identify and isolate the sick, convinced the residents to follow the rules of hygiene.

By the same time, the beginning of his work on the theory of physical education, on the creation of the scientific foundations of pedagogical and therapeutic gymnastics. Studying the anatomical features of the organs of movement, he again and again became convinced of the close connection between the form of an organ and its function: “Only the organ that actively functions develops and becomes stronger. If the organ is not trained, not given a load, then it inevitably weakens and atrophies.” Only constant activity affirms and maintains in man his specific qualities and properties. That is why Lesgaft considered exercises, training of organs and systems a necessary prerequisite for their normal functioning, for a healthy and active human life.

He first became interested in these issues in 1872, when he entered the private medical and gymnastic institution of Dr. A.G. Berglinda. This institution was one of the few where gymnastics was viewed as a part of medical science and for its correct conduct, knowledge of human anatomy and physiology was considered necessary. Doctor of Medicine A.G. Berglind was considered an experienced kinesiotherapist, that is, a doctor who heals with movements, and his institution was popular. Watching the classes, Lesgaft made adjustments to them, gave advice, established the sequence and intensity of the load during individual exercises, and conducted anthropometric studies. Fascinated by the opportunity to use the hidden reserves of gymnastics, to make it as useful as possible, especially for the child and youth body, Professor P.F. Lesgaft turned to the Main Directorate of Military Educational Institutions with an offer of his services. His proposal was accepted, and from December 1874 he began gymnastics with students of the 2nd St. Petersburg Military Gymnasium. “Only knowledge of the needs and capabilities of the human body,” he urged, “only a scientific approach to conducting any kind of gymnastics can make it a powerful tool in improving a person, both physical and moral.” Simultaneously with work in the gymnastic institution Berglind Lesgaft, with the unofficial consent of the St. Petersburg mayor P.A. Gresser, opens in his apartment free lectures on anatomy, the famous general education "Lesgaft courses", which for more than thirty years have attracted hundreds of young minds.

In 1872-1874, P.F. Lesgaft led a circle of women who were first admitted to classes at the Medico-Surgical Academy. At the beginning of 1875, the director of the 2nd military gymnasium, convinced of the great pedagogical skill with which Lesgaft conducted classes, in his enthusiasm and energy, invited him to officially transfer from the Medical Department to permanent service at the Main Directorate of Military Educational Institutions. Already on March 15, 1875, the Medical Department agreed to the transfer of Lesgaft as an official for special assignments. The first such “special assignment” was that during the years 1875-1876, from the end of March to the end of October, P.F. Lesgaft was annually sent abroad "for a detailed acquaintance with pedagogical gymnastics and with institutions for the special training of teachers of this art." Within two years, he traveled to 13 countries, where he visited institutions for the special training of gymnastics teachers. He attended classes, talked with teachers, medical workers, studied the devices of gymnastic equipment and even gave recommendations on how to improve their designs. At the end of each year, he submitted a trip report. One such report has been published as a separate supplement entitled Training of Gymnastics Teachers in the States of Western Europe. Conclusions made by P.F. Lesgaft emphasized that physical education should be based on the laws of human anatomy and physiology. He considered the most important condition for the successful teaching of gymnastics to be the observance of a strict sequence in the dosage of the load, the obligatory consideration of the individual abilities of students.

The rest of the time, he continued classes with students of the 2nd St. Petersburg Military Gymnasium according to the German and Swedish systems, as well as according to the system proposed by himself. In the autumn of 1875, Lesgaft began lecturing at the Vladimir Courses. These lectures caused a lot of talk in the metropolitan society. P.F. Lesgaft denied any "divine principle" and firmly connected mental processes with physiological ones. Such ideas were deemed harmful, and further public lectures were forbidden. In September 1877, P.F. Lesgaft seeks the organization of two-year training and gymnastic courses, which opened at the 2nd military gymnasium. At them, Lesgaft lectured on anatomy and supervised all practical exercises, including gymnastics and fencing. Practical tasks in physics, chemistry, hygiene and anatomy were carried out in the laboratories and offices of the Medico-Surgical Academy, and a course of lectures on physiology was given by I.M. Sechenov, who maintained friendly relations with P.F. Lesgaft.

P.F. Lesgaft became one of the founders of therapeutic gymnastics in our country. Many of the techniques that he used to correct congenital and acquired defects in the development of the musculoskeletal system in children are successfully used now. Together with F.F. Erisman and A.P. Dobroslavin, he developed the basics of school hygiene and participated in their practical implementation in some educational institutions of St. Petersburg. Written by P.F. Lesgaft back in 1870, "Instructions for measuring a living person" was the first domestic guide to medical control, which he conducted practical training at the training and gymnastic courses he opened. In fact, Lesgaft managed to create a real institute for the training of physical education specialists. But the Russian-Turkish war began, the courses were closed. Only 14 teachers were released, who became teachers in the military gymnasiums of St. Petersburg, Moscow, Kyiv, Orel and other cities.

Developing the laws of the anatomical structure of muscles, bones and joints and their functional features, P.F. Lesgaft revealed the decisive importance of muscles in the formation of articular surfaces. Serious anatomical studies combined with mathematical calculations formed the basis for the study of simple and complex joints. His works such as "The Architecture of Bones", "On the Connection of Bones to Each Other", "On the Causes Affecting the Shape of Bones", studies of the architectonics of the pelvis made it possible to draw important conclusions for practical medicine, in particular traumatology and orthopedics.

January 29, 1881 P.F. Lesgaft reads a report in the Society of Russian Doctors "On the position of the stomach and the relationship of its form to administration." The report was based on the results obtained during the study of a large material, which made it possible to refute the existing opinion about the horizontal location of the stomach. He was a kind of sensation, because he sounded so convincing and irrefutable that he forced the famous European anatomist V. Gies to admit that his drawing of the stomach in anatomical atlases was not correct. But, completely devoting himself to official and public affairs, Lesgaft could not pay enough attention to his wife and son. Relations in the family were not easy, so Elizaveta Andreevna decided to live separately. Lesgaft helped the family with money, followed the spiritual and physical development of his son, but, apparently, the decision made by his wife suited him. Boris Petrovich Lesgaft graduated from the Military Medical Academy, was a military doctor, participated in the Russian-Japanese war. He died in 1944 at the age of 85.

In 1881, the Medico-Surgical Academy became known as the Military Medical Academy. And in 1884, the first 2 courses, which had been abolished shortly before, were restored at the academy, and it became necessary to establish the position of another dissector to give lectures and conduct classes in descriptive anatomy. Two candidates were put forward: Lesgaft and Tarenetsky, and the latter was chosen by voting. Lesgaft took this decision as an undeserved insult and resigned. This step was not easy for him. He lost too much, lost what he loved, what he considered his destiny. After leaving the academy, he lost his permanent income, and right now he needed money more than ever: his brother died, leaving four children, and P.F. Lesgaft was appointed their guardian, in addition, it was necessary to help his wife and son. Only paid lectures and the publication of scientific papers could serve as a source of income. Fortunately, the opportunity to lecture was presented to him almost immediately after his dismissal. He begins to give lectures every week at the Pedagogical Museum of military educational institutions, and from time to time positive reviews about these lectures appear on the pages of the capital's newspapers.

Lesgaft uses his free time to complete the work he has begun, prepares articles and translations. In 1885, the second edition of the book “Family Education of the Child and Its Significance” was published, in which P.F. Lesgaft outlined the scientific foundations of family upbringing of children, put forward a demand to parents “to spare the personality of their child”, showed the importance of combining the well-known freedom of children and reasonable guidance, attention to the needs and needs of the child on the part of parents.

P.F. Lesgaft emphasized the period of family education from the birth of a child until the end of the seventh year, which he attached great importance to in the development of a person's personality. “During the family period of a child’s life,” Lesgaft wrote, “his type is formed, the customs and habits of the family are assimilated by him, and therefore this period has a great influence on a person’s life and leaves an almost indelible mark on his entire future existence.” P.F. Lesgaft saw the main task of parents in creating conditions in the family that would allow children from an early age to develop freely and harmoniously, to participate in the activities of adults to the extent possible. Properly placed family education, according to Lesgaft, should create a normal type of child, preserve and develop its most valuable qualities: sensitivity to everything around, amateur performance, responsiveness, sincerity, truthfulness, interest in knowledge, etc. “The whole secret of family education,” Lesgaft wrote, “is precisely to give the child the opportunity to develop himself, to do everything himself. Adults should not do anything for their own personal convenience and pleasure, but always treat a child from the first day of his birth as a person, with full recognition of his personality ... ”Corporal punishment of children is completely unacceptable. They are harmful from the biological, psychological and pedagogical side. “A child who has grown up under the incessant use of them is a sharp and isolated type,” wrote P.F. Lesgaft. “His characteristic features are suspicion, sharpness and angularity of actions, isolation, a dull and slow reaction to external impressions, manifestations of petty pride and sharp antics, followed by complete apathy.” Recommending the creation of the necessary conditions for children so that they could “live the life of a child”, Lesgaft demanded that parents take strictly deliberate, consistent actions that provide for the development in children of the skills of concentration, discipline, bringing their work to the end, the ability to overcome obstacles and difficulties in achieving their goals. .

A lot of strength and energy P.F. Lesgaft spent, criticizing the system of raising children, created by the German teacher, theorist of preschool education F.V. Froebel (1782-1852), the creator of the concept of "kindergarten". P.F. Lesgaft was well acquainted with the practice of Froebel kindergartens abroad, as well as Russian paid kindergartens in St. Petersburg, and considered them to be institutions that did not meet the requirements for the proper upbringing and development of children: “Gathering children for general systematic classes from two and a half to three years of age, when they only repeat (imitate) everything around them, and when they still have neither observation nor experience that contributes to their reasoning and their more or less independent actions, only herd manifestations can be supported and developed in them, to the detriment of their individual inclinations and the development of their character." Lesgaft wondered why well-to-do parents often sent their only child to kindergarten, and believed that the transfer of children to kindergarten "could be allowed only in the absence of parents or the inability of them to take care of their children." Kindergarten should be like a simple family, he thought, have a comfortable room; children should be given greater freedom in games and activities, especially in the open air. Pointing out that an educated mother is a natural and indispensable teacher of preschool children, Lesgaft considered the development of women's education in Russia to be a necessary and urgent task.

The main role in shaping the personality of the child P.F. Lesgaft assigned education. “Everything that is exercised develops and improves, everything that is not exercised falls apart,” he wrote. Lesgaft believed that no matter how capable parents were, their children, left without upbringing and education, would not be able to develop their spiritual powers, that the human mind, like speech, develops under the influence of upbringing and education. Being a materialist, Lesgaft waged an active struggle against those teachers who recognized heredity as the leading factor in the formation of personality. In contrast to this position, he pointed to the leading role of upbringing and education in the development of a person's personality. “Most educators,” he wrote, “in the event of failure of their pedagogical measures, willingly blame everything on the notorious “heredity”, on “the innate depravity of children’s nature, or, as a consolation to themselves and others, refer to some kind of elusive influence, which, as it were, cannot be to foresee, not to avoid... Usually they rush to admit the existence of inborn bad inclinations, they talk about “irreparably spoiled children, as if this corruption appeared by itself and the child himself is responsible for it! The influence of adults always remains in the background; and they don’t want to believe that “the depravity of a child of school and preschool age is the result of an upbringing system, for which, after all, one pupil is paying.” In his work “School types” P.F. Lesgaft showed how often in the conditions of family education the child's personality is deformed, how different negative types of children are formed already in the preschool and early school years: the hypocritical type; soft hammered type; viciously downtrodden type; oppressed type; ambitious type. In his opinion, the manifestation of one type or another is a direct consequence of the influences of family life: “A child is not born a hypocrite, but becomes such in the family, not learning to reason and not getting an idea of ​​the truth; he is not born ambitious, but is made so by constant encouragement and admiration for his actions and abilities. Drawing school types of children, Lesgaft showed all the diversity and richness of the mental characteristics of children of different ages and social classes.

P.F. Lesgaft considered it necessary for educators, teachers and parents to study children in the process of everyday life and educational work: “Not knowing the conditions of the child’s mental development, the educator can every minute become stumped before the manifestation of one or another character trait of the pupil, will not be able to find the main reason for this act and loses sight of the close connection of the individual characteristics of the child with his home environment and family discipline. He considered physical education the most important means of the comprehensive development of a person’s personality, closely related to mental, moral and aesthetic education: “It will help children become more active, cultured people who can productively and economically spend their strength and energy, both in personal and in public deed."

"Guide to the physical education of schoolchildren", compiled by P.F. Lesgaft, was the first fundamental work in which physical education and education are based on scientific foundations, taking into account the anatomical, physiological and psychological characteristics of students. He considers physical exercises as a means of not only physical, but also intellectual, moral and aesthetic development of a person. At the same time, he constantly emphasizes the importance of a rational combination, mutual influence of mental and physical education. “It is necessary,” wrote P.F. Lesgaft, - so that mental and physical education go in parallel, otherwise we will disrupt the correct course of development in those organs that will be left without exercise. Just like I.M. Sechenov, P.F. Lesgaft believed that physical exercises are a means of developing the cognitive abilities of schoolchildren. Therefore, in his opinion, “a school cannot exist without physical education; physical exercises must be by all means daily, in full proportion with mental exercises. Using the term "education", P.F. Lesgaft understands it more widely than they do today. In fact, the education of P.F. Lesgaft is education, the formation of a person’s personality, and physical education is the purposeful formation of the body and personality under the influence of both natural and specially selected movements, physical exercises, which with age are constantly becoming more complicated, becoming more intense, require great independence and volitional manifestations of a person.

In 1885 P.F. Lesgaft received permission to teach and was invited by the head of gymnastics in the "Fencing and Gymnastics Frame". This training center was supposed to improve the teachers of gymnastics and fencing for the army. But the unit commanders did not see the need for such a training center, it was closed, and Lesgaft again found himself out of work. At that time, a Privatdozentura was introduced in Russia, allowing those who wish to show their scientific knowledge and teaching abilities and subsequently have the opportunity to take a regular position as a professor. Taking advantage of this circumstance, P.F. Lesgaft turned to the trustee of the Petersburg educational district with a request to allow him to lecture on anatomy as a privatdozent. The request was granted, and on September 24, 1886, P.F. Lesgaft took a place at the university chair. A new stage of his teaching activity began - ten years (1886-1897) of work at St. Petersburg University at the Faculty of Physics and Mathematics, which included the Department of Zoology, Anatomy and Physiology.

In addition to lectures, he also conducts practical classes in anatomy, makes numerous experiments to study the structure and functions of the musculoskeletal system, and reveals the resistance of bone and muscle tissues to various external mechanical influences. For the first time in the history of domestic medical education, he organized classes for students in the mechanical workshop of the Institute of Railway Engineers. Here he conducts experiments to study the properties of musculoskeletal tissue. It seemed that lecturing at the university, conducting practical classes, working on the commission for technical education, home courses did not leave time for other things. However, P.F. Lesgaft still manages to give public lectures, make presentations at meetings of the Russian Anthropological Society, and conduct classes at the school of medical assistants and paramedics. Lesgaft did not take money for home treatment, but if some wealthy visitor insisted on paying a "doctor's fee", P.F. Lesgaft asked to transfer the money to a shelter for crippled children. He followed this principle throughout his life.

In 1893, one of Lesgaft's students, I.M. Sibiryakov, the owner of a multimillion-dollar fortune, transferred 200 thousand rubles and a house worth 250 thousand rubles to the professor. It was decided to open a "Natural History Museum" in the house to store the rich anatomical, zoological and anthropological collections created over the years of the courses, and to develop educational and research work in it. It took a long time to draw up the charter, and only in October 1894 was permission received to open the Biological Laboratory. It had 4 departments: botany, zoology, comparative anatomy with embryology and geology. P.F. Lesgaft begins to order skeletons of animals and fish in Paris, Naples, Prague, to purchase botanical and zoological collections. A terrarium, several large aquariums, cages for birds and rodents were arranged. Thanks to the arrival of private collections, the Biological Laboratory in a year and a half or two turned into a large, well-equipped scientific center, which made it possible to carry out experimental and research work in the field of anatomy, physiology, botany, zoology and other natural sciences.

By the time the Biological Laboratory was opened, the authority of P.F. Lesgaft was recognized everywhere, he was elected an honorary member of many scientific societies. There were more than enough people who wanted to work in the laboratory. Already in the year of its discovery, they began to experiment here on the effect of light on the growth of living organisms, to study the sympathetic nervous system of primates, to perform anatomical work, etc. In 1896, the publication of the journal Izvestia of the St. Petersburg Biological Laboratory began, in which the scientific works of P.F. Lesgaft, his students, beginners or recognized scientists. Lesgaft himself edited all articles, established the order of all publications, determined the volume of each issue of the journal. He did not pass this work on to anyone.

One of the first P.F. Lesgaft responded to the discovery of "X-rays". Already in 1897, he published in Izvestia his short article "On the Application of Roentgen Rays to Anatomical Studies of a Living Person." Doesn't leave P.F. Lesgaft his research in other areas. In 1896, Lesgaft realized another of his dreams - he achieved the opening of the Higher Courses for educators and leaders of physical education (Lesgaft Higher Courses) at the Biological Laboratory. A "Society for the Promotion of Physical Development" is being created, in which Lesgaft took the post of scientific secretary.

In January 1897, P.F. Lesgaft resigned and left the university, and in 1899 he put his signature under the "Protest of the 99". His progressive views, trips abroad - all this played a role in the fact that Lesgaft was forbidden to lecture and sent to live in Terioki. He had to leave both the courses and the Biological Laboratory. In May 1901, Lesgaft wrote a petition addressed to the tsar, but was refused. But he continues to work in Terioki: he writes articles, makes translations, studies physics and mathematics. In 1902, he again wrote a petition addressed to Plehve and received permission to return to St. Petersburg, and take over as director of the Biological Laboratory. Despite his 65 years, Lesgaft plunged into work with new energy.

On November 10, 1905, Lesgaft submitted a petition to the Ministry of Public Education for the establishment of a Free Institute, in which the existing courses for educators and leaders of physical education would constitute an independent "practical department". The minister did not like the name, but at the end of December, Lesgaft was allowed to open a higher educational institution called "Courses in Biological, Pedagogical and Social Sciences." This name was preserved only in official documents, everyone called these courses "Free High School". In the first year of the opening of the school, there were 1,500 students in it. They were attracted not only by the big name of Lesgaft, but also by the excellent selection of teachers. Many students of the school were actively involved in politics, and after a search in the Biological Laboratory and the Free School, the threat of closure loomed. In the summer of 1906, Lesgaft was informed of the closure of the school. And again the struggle for the revival of the Free High School begins. Deprived of the opportunity to read anatomy at school, P.F. Lesgaft writes a large work "The General Anatomy of the Organs of Plant Life", conducts research work in the Biological Laboratory.

In the spring of 1909, after long troubles, Natural History Courses were opened, and P.F. Lesgaft gladly agreed to provide space for the courses in the Biological Laboratory, and from September he began to read anatomy on them. He was still cheerful in spirit, but his health began to fail. In October P.F. Lesgaft caught a cold and fell ill, the disease gave a complication to the kidneys. The Council of the Biological Laboratory released him from the leadership of the laboratory, and the doctors strongly recommended a dry, hot climate and sanatorium treatment. Already on November 13, P.F. Lesgaft arrived in Egypt, in Geluan, where there was a sanatorium run by the Russian doctor Rabinovich. The Rabinovich sanatorium had sulfur baths, massages and good care, all known means were used for treatment, but the state of P.F. Lesgaft deteriorated rapidly.

Kidneys failed. The last 9 days Lesgaft was already unconscious. On Saturday evening, November 28 (December 11), 1909, his heart stopped. The coffin with the body of P.F. Lesgaft was sent from Egypt to Russia. On December 19, with a huge gathering of people, his funeral took place at the Volkovskoye cemetery in St. Petersburg. Almost all Russian newspapers responded to the death of P.F. Lesgaft. He glorified his name as a biologist, anatomist, anthropologist, teacher, doctor, creator of the scientific system of physical education, and medical and pedagogical control in physical culture, one of the founders of theoretical anatomy, head of a large research institution, he was one of the best representatives of the national Sciences. His work left an indelible mark on the history of anatomy and physical culture in our country. In 1919, based on the courses founded by Lesgaft, the State Institute of Physical Education (now the National State University of Physical Culture, Sports and Health) named after P.F. Lesgaft.

lesgaft anatomical physical education