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Experience in the Functioning of the Gymnasium—Institution of Higher Learning in the Unified System of Education

The history of the emergence and development of education is replete with numerous reforms that, as a rule, have had to do with the dynamics of the historical process, the necessity for a change in educational paradigms that have been determined by the specific realities of particular social relations. The system of education in Russia is no exception in this regard. From the kind of education that was confined to certain classes in the Middle Ages to the kind that was opened later on to members of the intelligentsia who were not of noble birth [raznochintsy], from elite institutions and gymnasiums to the mass schools, education has changed in form and content, in the methods of instruction, and in pedagogical techniques in the framework of the interaction between "schoolteacher and school student" and "instructor and college student." A change that was truly revolutionary took place in the system of education after the October Revolution. The task, that of liquidating illiteracy, was historically justified and vitally essential in order for society to develop, in order to train professionals for the various spheres of the national economy, thus conditioning the dynamic of the social structure of society. We have to agree with M.N. Rutkevich, who emphasizes that "the school has always been and will always be a kind of ‘offspring’ of the society that gave birth to it, and hence the virtues and defects of the school have if not a direct, at least an indirect connection to the level of development of material production and culture, to the civic and state structure" [1]. But this is just one side of the interaction between society and education. The other side is no less important: the influence that the system of education has on the present and the future of that society as a result of its activity, the performance of its social role and its purpose, which is shaping the individual's personality as a unity of spiritual qualities, convictions, value orientations, and worldview. Soviet education was fundamental; it successfully fulfilled the social mandate of the state with respect to the shaping of a particular type of individual.