SHS Web of Conferences 104, 01001 (2021) https://doi.org/10.1051/shsconf/202110401001 ICHTML 2021

Social and cultural activity of Ukrainian progressive intellectuals of the late 19th – early 20th centuries

1, 2, Oksana Kravchenko ∗ and Iryna Albul ∗∗ 1Pavlo Tychyna Uman State Pedagogical University, 2 Sadova Str., Uman, 20300,

Abstract. The article deals with the social and cultural activities of Volodymyr Naumenko (1852–1919), a prominent representative of the Ukrainian progressive intellectuals of the late 19th – early 20th centuries, teacher and methodologist, editor and publisher, scholar and politician, educator and active public figure. Some aspects of V. Naumenko’s creative activity aimed at reviving the national consciousness of the Ukrainian people through the construction of an educational system on a democratic, national basis, the preparation and publish- ing of textbooks in the native language, the training of teaching staff for public schools are highlighted. The results of the active participation of a figure in such educational societies of the specified period as “Hromada”, “Prosvita”, “Society for promotion of primary education”, “ Literacy Society” are presented. V. Nau- menko’s views on the process and features of teacher training for public schools are characterized.

1 Introduction Therefore, the priority is to revive the names of promi- nent cultural and educational representatives whose her- At the present stage of cultural and historical development itage has been removed from the historical and pedagog- of Ukraine, it is crucial for public attention to be focused ical process. These are the figures of the second half of on the society as a stable social community, characterized the nineteenth century-beginning of the twentieth century by the unity of living conditions and community of culture. – the period of formation of the national system of educa- To characterize a particular social and cultural situation of tion and upbringing, the introduction of the national com- personality development, several factors must be consid- ponent in the structure of pedagogical science, the epoch ered, namely: factors of internal development (economic of the birth of a whole galaxy of famous and significant model of development, social dynamics, changes occur- educators, representatives of education and art. First of ring in the state system and political regime), historical all, they are the members of “Hromada” and other educa- factors (national cultural development, spirit of upbringing tional organizations whose purpose was to spread educa- of generations), influence of the world social and cultural tion among people, to form a national idea and national situation. mentality, to develop and preserve . The The concept of social and cultural activity has two main directions of their pedagogical and cultural studies aspects – cultural and social, and determines the con- were collecting, highlighting and revealing sources of folk tent of the two concepts: “cultural activity” and “social pedagogy, exploring the cultural heritage of the past. work”. The object of social and cultural activity is socio- pedagogical and socio-cultural environment of human ex- istence. The subject of social and cultural activity are any 2 Materials and methods possible means and forms of active influence of socio- pedagogical and socio-cultural environment on the spiri- The activities of the Ukrainian intelligentsia took place un- tual development of different social, age, professional and der the influence of liberation ideas, which were estab- ethnic groups, their education and upbringing. lished in the Ukrainian lands in the second half of the 19th century – in the early 20th century, and were as- The most complete and representative study of the ed- sociated with the national education movement and the ucational and upbringing phenomena of the past is pos- development of Ukrainian nation-building. Among the sible only in the context of the development of national scholars in the field of history of Pedagogy, the socio- pedagogical thought. The study and analysis of personali- cultural activity of the Ukrainian intelligentsia was stud- ties as a separate subject of historical and pedagogical re- ied by L. Berezivska [1], L. Vovk [2], I. Zaichenko [3], search is important, since personal biography is often the I. Likarchuk [4, 5], N. Pobirchenko [6], I. Nadiezhdina basis of scientific reconstruction of the era and the cov- [7]. erage of the pedagogical experience of a certain period. The objective of this study is to highlight and ana-

∗e-mail: [email protected] lyze the main areas of cultural and educational activities of ∗∗e-mail: [email protected] Volodymyr Naumenko as a representative of the Ukrainian

© The Authors, published by EDP Sciences. This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0 (http://creativecommons.org/licenses/by/4.0/). SHS Web of Conferences 104, 01001 (2021) https://doi.org/10.1051/shsconf/202110401001 ICHTML 2021

progressive intelligentsia of the late 19th – early 20th cen- of the social and educational movement was not only to tury and to determine the role of the figure in the formation teach the mass literacy and provide the necessary knowl- of Ukrainian education. edge that would be sufficient for certain life needs, but also The methodological basis of the study are the main to open up the world to a person, to elevate his role in pub- provisions of the theory of scientific knowledge: the unity lic life, to show the connection with the environment, to of historical and logical; the importance of subjective ex- give it an opportunity to get acquainted with national his- perience as the main measure of the essence of human tory, to study the lives of their predecessors and to reflect personality; consideration of the phenomena and facts of on the present. creative life of the teacher through historical and cultural In order to revive the national consciousness of the principles; determining the role of an active person in the Ukrainian people, Volodymyr Naumenko considered it history of education, pedagogical science. necessary to build an educational system on a democratic, The research was carried out on the basis of the his- national basis, to conclude and publish textbooks in the na- torical approach, using the comparative-historical method, tive language, to train teaching staff for public schools. He which allowed to investigate the emergence, formation and understood that in order to create a nationally conscious development of processes and events in chronological se- generation of , it was necessary to reform the quence in order to identify internal and external connec- education system of that time, and he considered the main tions, patterns and contradictions. task to be the introduction of education in native language, Thanks to the system-activity approach the component especially in the initial period of study. V. Naumenko, as a structure of human activity was studied: need – subject teacher-practitioner, argued that a primary school teacher – object – processes – conditions – result, and personal should approach the local folk in his speech, using activity was considered as a dynamic system of human in- those words and expressions that are understood by the teraction with the external environment, as well as a spe- children of the area, and only gradually introduce them cific professional, scientific, educational, etc. form of hu- into the world of literary speech [8]. man activity, in which one reaches certain heights through While giving priority to the native language of the stu- the use of socio-cultural approach in the process of re- dents, V. Naumenko was convinced that in a country such search, the attention was focused on the strategic social as Russia, teaching should be based on the principle of na- goals of historical reproduction of society with its national ture in relation to the native language of each nationality, cultural specifics and systemic characteristics of cultural- and even more so in elementary education. However, the value complexes of social adequacy and cultural compe- scientist did not deny that the state language should take tence of new members of this society. Its use has provided its proper place, without displacing the native language of a multi-factorial approach to the study of socio-cultural en- the students. vironment (space), the mechanisms of communication of In his article “Mother tongue as a subject of high “social” and “cultural” systems. school course” (1881) V. Naumenko considered the im- portance and role of the mother tongue in the secondary 3 Results and discussion school course. He noted that mother tongue is, first and foremost, a means of expressing one’s thoughts, and on Volodymyr Naumenko (1852–1919) – a teacher and the other hand, of knowing one’s self. The author intro- methodologist, editor and publisher, scientist and politi- duced the reader to the circle of folk philosophy, which is cian, educator and active public figure had a worthy place expressed in the form of words and in the combination of among those who worked on the development of national words. He emphasized that both folk literature and gram- pedagogical thought, education in native language and mar of language are familiar with the people’s outlook, presented Ukrainian pedagogy as an integral part of na- because a certain syntactic construction of language, or tional culture. another etymological form, even a phonetic feature, tes- V. Naumenko left a significant pedagogical legacy – tify both to the nature of folk thinking, and to the level of textbooks, manuals, programs, publications in periodicals, development of the nation, its identity [9]. methodical developments, valuable manuscripts, episto- V. Naumenko’s study “Bookish Way of Speaking of lary. His works have not only pedagogical, but also uni- Little Ukrainians and Russinians” (1899) is also devoted versal historical value, because they reflect the actual prob- to the issue of the , which “... has long lems of the development of Ukrainian state, cultural, po- been a constituent of many disputes and, unfortunately, litical and spiritual development of the Ukrainian people of misunderstandings” [10]. In this research the author in the second half of the 19th century – in the early 20th makes some critical remarks about the individual works of century. Slavic scientist T. Florynskyi, who opposed the fullness of Representatives of the social and educational move- the Ukrainian language and literature. In the mentioned ment saw the way to preserving the nation precisely in article Volodymyr Pavlovych emphasizes that the devel- the development of the school, in the enlightenment of the opment of an independent original cultural language will people, in the creation of the national system of educa- contribute to the development of the nation. “Perhaps, – tion. This case was quite complicated because everything the author writes, – in this latter case, the power of the peo- Ukrainian was strictly forbidden in Ukrainian: language, ple is genius, and the power of poetic sense and even the history, literature, culture. For Ukrainian children the edu- most ethical beginnings of humanity will receive greater cational process was held in a foreign language. The task intensity in their perfection” [10].

2 SHS Web of Conferences 104, 01001 (2021) https://doi.org/10.1051/shsconf/202110401001 ICHTML 2021 progressive intelligentsia of the late 19th – early 20th cen- of the social and educational movement was not only to In the publication “Boosters of the Russian language The Society regulations provided for: material sup- tury and to determine the role of the figure in the formation teach the mass literacy and provide the necessary knowl- in Halitsia” (1899) V. Naumenko argues that “... the com- port for existing and opening of new public schools; cre- of Ukrainian education. edge that would be sufficient for certain life needs, but also plete alienation of the literary language from the vernac- ating classes for adults; rewarding teachers and provid- The methodological basis of the study are the main to open up the world to a person, to elevate his role in pub- ular is a brake on the development of the nation” [11]. ing financial aid to poor students, awarding prizes for the provisions of the theory of scientific knowledge: the unity lic life, to show the connection with the environment, to However, as noted, the teacher did not deny the benefits best work aimed at educating people; publishing of books of historical and logical; the importance of subjective ex- give it an opportunity to get acquainted with national his- of learning Russian literary language, as well as the bene- and textbooks for public reading; distribution of books perience as the main measure of the essence of human tory, to study the lives of their predecessors and to reflect fits of knowing as many languages as possible. and periodicals for public reading; establishment of book- personality; consideration of the phenomena and facts of on the present. V. Naumenko genuinely believed in the possibility and warehouses at schools; mediation in providing schools creative life of the teacher through historical and cultural In order to revive the national consciousness of the necessity of the existence of Ukrainian culture, educa- with books; formation of rural libraries. principles; determining the role of an active person in the Ukrainian people, Volodymyr Naumenko considered it tion, language as well as the ability of the nation’s genius The real purpose of the Kyiv Literacy Society accord- history of education, pedagogical science. necessary to build an educational system on a democratic, to travel the difficult path to national self-awareness and ing to V. Naumenko was “to serve the public education in The research was carried out on the basis of the his- national basis, to conclude and publish textbooks in the na- self-affirmation. “If it were not for the artificial, politi- the Southwestern Region”. One of the goals of this ac- torical approach, using the comparative-historical method, tive language, to train teaching staff for public schools. He cal inoculation of Russification by any means, then the tivity was “... the creation and support of public libraries, which allowed to investigate the emergence, formation and understood that in order to create a nationally conscious Ukrainian people would naturally go the direct way of a which were opened by the Society as far as possible in all development of processes and events in chronological se- generation of Ukrainians, it was necessary to reform the self-sufficient nation”, V. Naumenko emphasized. He as- three provinces of the Southwestern Region” [16]. quence in order to identify internal and external connec- education system of that time, and he considered the main serted that “... the government’s efforts to erase the na- The Library Commission of the Kyiv Literacy Society tions, patterns and contradictions. task to be the introduction of education in native language, tional spirit of Ukrainians for many years, trying to replace began considerable work in creating school libraries and Thanks to the system-activity approach the component especially in the initial period of study. V. Naumenko, as a them with a Russian-language principle, have led to the providing books to the public. One of the objectives of the structure of human activity was studied: need – subject teacher-practitioner, argued that a primary school teacher domination of these Russification principles in wide cir- library commission was “... free distribution of books to – object – processes – conditions – result, and personal should approach the local folk dialect in his speech, using cles of society. As a result, it turned out that the Ukrainian rural schools, rural libraries and other institutions and in- activity was considered as a dynamic system of human in- those words and expressions that are understood by the national idea met with strong resistance...” [12]. dividuals” [17]. Its members collected information about teraction with the external environment, as well as a spe- children of the area, and only gradually introduce them According to V. Naumenko, the development of the those villages where there was a possibility to found a li- cific professional, scientific, educational, etc. form of hu- into the world of literary speech [8]. national school as one aspect of Ukrainian education and brary, searched for a room for it, “... then, with all the nec- man activity, in which one reaches certain heights through While giving priority to the native language of the stu- culture in general was closely connected with the develop- essary documents, sent the library’s charter for approval the use of socio-cultural approach in the process of re- dents, V. Naumenko was convinced that in a country such ment of the nation. to the Governor” [16]. Difficulties arose from providing search, the attention was focused on the strategic social as Russia, teaching should be based on the principle of na- libraries with literature due to a catastrophic lack of funds. Understanding the need for nationalization of educa- goals of historical reproduction of society with its national ture in relation to the native language of each nationality, And still, V. Naumenko made every effort to get his books tion, representatives of the Ukrainian progressive intellec- cultural specifics and systemic characteristics of cultural- and even more so in elementary education. However, the to the rural libraries in time. tuals struggled for the national school, using various forms value complexes of social adequacy and cultural compe- scientist did not deny that the state language should take Such libraries were created not only in rural areas but of educational activities. In 1881 V. Naumenko was the tence of new members of this society. Its use has provided its proper place, without displacing the native language of also in cities. Thus, the library-reading room was also only teacher of Kyiv Secondary School among other teach- a multi-factorial approach to the study of socio-cultural en- the students. opened in Kyiv in 1899 with the purpose of “... providing ers in Kyiv, who expressed a desire to arrange public read- vironment (space), the mechanisms of communication of In his article “Mother tongue as a subject of high to all residents of the city free use of books and periodicals ings in order to facilitate promotion of public education. “social” and “cultural” systems. school course” (1881) V. Naumenko considered the im- for reading at home, as well as in the reading room” [17]. portance and role of the mother tongue in the secondary As a full member of the Kyiv Society for Promotion As a result of this activity, as noted by V. Naumenko of Primary Education, V. Naumenko worked in the “Pub- ffi 3 Results and discussion school course. He noted that mother tongue is, first and in one of the o cial reports, Kyiv Literacy Society has foremost, a means of expressing one’s thoughts, and on lic Reading Commission”, in the historical and literary formed more than a thousand different libraries, both on Volodymyr Naumenko (1852–1919) – a teacher and the other hand, of knowing one’s self. The author intro- section. In the list of lectures planned by the Kyiv Soci- personal initiative and on behalf of various institutions. methodologist, editor and publisher, scientist and politi- duced the reader to the circle of folk philosophy, which is ety for Promotion of Primary Education for 1903, among Public libraries were in high demand among the popula- cian, educator and active public figure had a worthy place expressed in the form of words and in the combination of others, there were also lectures by V. Naumenko: “What tion. Thus, in 1897 the average daily visits to the 1st Kyiv among those who worked on the development of national words. He emphasized that both folk literature and gram- was Written about the Ordinary Little Russian People 100 library-reading room were 36.4, in 1898 – 38.4, in 1899 – pedagogical thought, education in native language and mar of language are familiar with the people’s outlook, Years Ago”, The First Printed Works of Little Russian Lit- 45.3, in 1900 – 69.3, in 1901 – 140.5 [18]. presented Ukrainian pedagogy as an integral part of na- because a certain syntactic construction of language, or eracy a Hundred Years Ago (I.P. Kotliarevskyi)”, “Kvitka- During the work of the Library Commission under tional culture. another etymological form, even a phonetic feature, tes- Osnovianenko’s Little Russian Short Novels” [13]. the leadership of V. Naumenko many bookstores were V. Naumenko left a significant pedagogical legacy – tify both to the nature of folk thinking, and to the level of V. Naumenko’s report “ and the Mo- founded, where Ukrainian books were sold. Such book- textbooks, manuals, programs, publications in periodicals, development of the nation, its identity [9]. tives of his Poetry” opened a literary and musical evening, stores were opened in Kyiv, Volyn and Podillia provinces methodical developments, valuable manuscripts, episto- V. Naumenko’s study “Bookish Way of Speaking of organized by the Kyiv Society for Promotion of Primary “... to promote the distribution of the finest works of fic- lary. His works have not only pedagogical, but also uni- Little Ukrainians and Russinians” (1899) is also devoted Education. In introducing to the people, the work of tion and popular science literature available to people both versal historical value, because they reflect the actual prob- to the issue of the Ukrainian language, which “... has long Ukrainian writers, V. Naumenko hoped to feel “... that in terms of content and price” [17]. lems of the development of Ukrainian state, cultural, po- been a constituent of many disputes and, unfortunately, Ukrainian movement, which by its very fact will support The development of the bookstore networks for peo- litical and spiritual development of the Ukrainian people of misunderstandings” [10]. In this research the author the strength of the Ukrainian word in our side, and at the ple was very important for V. Naumenko. He believed that in the second half of the 19th century – in the early 20th makes some critical remarks about the individual works of same time will help to bring to find out our local forces” it could significantly influence the increase of the cultural century. Slavic scientist T. Florynskyi, who opposed the fullness of [14]. The activity of V. Naumenko in the Kyiv Society for and educational level of the Ukrainian people. Such ac- Representatives of the social and educational move- the Ukrainian language and literature. In the mentioned Promotion of Primary Education was also directed at the tivity was not acceptable for the tsarist policy, the author- ment saw the way to preserving the nation precisely in article Volodymyr Pavlovych emphasizes that the devel- development of Ukrainian education [15]. ities closely followed the society and its members. Offi- the development of the school, in the enlightenment of the opment of an independent original cultural language will In 1882 the Progressive Intellectuals of Kyiv founded cials tried in every possible way to suppress the activities people, in the creation of the national system of educa- contribute to the development of the nation. “Perhaps, – the Kyiv Literacy Society (1882–1908), which launched of V. Naumenko and the Kyiv Literacy Society headed by tion. This case was quite complicated because everything the author writes, – in this latter case, the power of the peo- educational work in Kyiv, Podillia and Volyn provinces. him. Thus, in one of his official addresses, the Governor- Ukrainian was strictly forbidden in Ukrainian: language, ple is genius, and the power of poetic sense and even the The first chairman of the organization was Kyiv governor General noted that the society “... recently began to pro- history, literature, culture. For Ukrainian children the edu- most ethical beginnings of humanity will receive greater S. Hudym-Levkovich, and V. Naumenko since March 21, vide them (libraries-reading rooms) with various kinds of cational process was held in a foreign language. The task intensity in their perfection” [10]. 1897 [1]. brochures ... designed primarily to incite the rural popula-

3 SHS Web of Conferences 104, 01001 (2021) https://doi.org/10.1051/shsconf/202110401001 ICHTML 2021

tion against the existing management order” [16]. Besides, Opening of the Community Hall in Kyiv was one of the acquisition of libraries of educational institutions was the important forms of educational activity improvement, regulated by the state documents [19]. as well as an important condition for the unification of dis- V. Naumenko had to find arguments to defend the ed- parate educational institutions. ucational activities of Kyiv Literacy Society. Responding The expediency of its construction, which began in to allegations of misappropriation of books in the school 1899, was defined by V. Naumenko as follows: “Taking libraries, he explained that all acquisitions were made ac- the initiative to build such a house, the Literacy Society cording to the rules and regulations of state documents. was guided, on the one hand, by the awareness of the im- The existence of “doubtful” books from the perspective of mense benefit of such educational institutions to the peo- book managers explains the government’s abolition of re- ple, and on the other by a deep conviction in the urgent strictions on providing libraries with books only through need to build a Community Hall in Kyiv, where so little has special catalogs. “The members of the Literacy Society been done for its many thousands of working-age adults” sought to enrich the holdings of public libraries in the least [18]. According to the report of the Society, signed by the possible way,” said V. Naumenko, “of course, they took Council Chair V. Naumenko, it is known that upon com- advantage of the new rules that made it possible to more pletion of the Community Hall construction it was planned fully satisfy new libraries with all those books that most to accommodate the following premises there: a large au- satisfied the educational aspirations of the people” [16]. ditorium for 1000 people for reading and theatrical perfor- He insisted that, taking into account the new laws, there mances; two large halls of the free library-reading room; should be no restrictions on the acquisition of publicly ac- two halls for the mobile museum of textbooks; two halls cessible books by libraries. V. Naumenko also stressed for Sunday school and evening classes for adults; a tea that the law does not oblige a society to submit for ap- room and a cheap canteen; premises for the Literacy So- proval lists of books that will make up the library’s fund. ciety bookstore; apartments for the head of the Commu- V. Naumenko was most criticized for the books on so- nity Hall, librarian and employees; two three-rooms apart- cial sciences and national studies in the national libraries, ments for rent. The purpose of this structure was to serve as well as books written in Ukrainian. the public education. V. Naumenko has been the Council Chair of Kyiv Lit- ffi The struggle was di cult. Libraries and book stores eracy Society for 11 years. All this time he made consid- were closed, books were removed and bans were placed. erable efforts to preserve the society and has contributed However, thanks to the selfless work of V. Naumenko, the to his active work. educational activity of the company did not stop. Only The year 1905 was quite difficult for the society be- in 1901 did the members of the society manage to open cause of its revolutionary sentiments. Even before the ff and sta 5 public libraries, and preparations were made known events, the activities of the society were recog- for the opening of such libraries in three more villages of nized by the official government as harmful to the masses, Podillia and Volyn provinces. The report on the activi- the more so it became noticeable at that time. V. Nau- ties of Kyiv Literacy Society (1902) stated that the most menko was forced to write an internal report addressed to important achievement should be considered the arrange- the Governor-General of Kyiv, Podillia and Volyn, stating ment of public libraries within the Kyiv, Volynand Podillia that recently, under the influence of complex relations be- provinces [18]. tween political parties and groups, the activities of some Kyiv Literacy Society has also started a significant societies and institutions, including Kyiv Literacy Society, work within the framework of the school commission, was criticized in media. In his report V. Naumenko argued which permanent member was V. Naumenko. The pur- that the main idea of Kyiv Literacy Society has always pose of the school board activities was “... to develop, been the education of people without going through pol- both theoretically and practically, all the issues related to itics. Such apolitical direction was commented on by the the school business”. Such a goal was specified in the fol- main provisions of the Society Charter: “... to work in the lowing tasks: opening of new public schools; establish- spirit of the progressive and educational direction, without ment of classes for lessons with adults at public schools; going beyond the limits of law” [16]. However, despite all consideration of requests from different persons and insti- the explanations and attempts of V. Naumenko to preserve tutions for financial support and various instructions and this educational organization, the activity of the society in advice on school matters; acquaintance with life and ac- 1908 was stopped. tivities of provincial schools according to the provided the It is difficult to overestimate the importance of Kyiv reports; support of schools, founded by the society [17]. Literacy Society in the education of Ukrainian people. Thus, in 1900, Kyiv Literacy Society, headed by V. The members of this educational organization were able to Naumenko, founded five schools: two for male, two for achieve significant results, which, in particular, were noted female and one with two classes, both male and female. in one of the latest reports: “... a number of libraries were In four of these schools, classes were held on Sunday, and organized, books were collected and sent to them, mass of in one, namely a prison school for women – on weekdays. folk literature was organized, a warehouse was organized, In 1900, 750 pupils attended these schools: 518 male and a museum was founded, Sunday Schools are successfully 232 female. It should be noted that all the necessary edu- functioning...” [18]. cational supplies, such as books, exercise books, pencils, The merits of V. Naumenko as a leader of the soci- pens, were provided to students free of charge [18]. ety, an active figure in public education were highly ap-

4 SHS Web of Conferences 104, 01001 (2021) https://doi.org/10.1051/shsconf/202110401001 ICHTML 2021 tion against the existing management order” [16]. Besides, Opening of the Community Hall in Kyiv was one of preciated by his contemporaries. At the Society’s Annual himself edit all the letters and will be the only author of the acquisition of libraries of educational institutions was the important forms of educational activity improvement, Meeting in 1900 his colleagues expressed “... their grati- the publication. Such a situation was considered unjust regulated by the state documents [19]. as well as an important condition for the unification of dis- tude especially to the Honorable Chairman of the Society by the community members – they insisted that the name V. Naumenko had to find arguments to defend the ed- parate educational institutions. V. Naumenko ... thanks to whom the Society so success- of V. Naumenko, who gave so much energy to this case, ucational activities of Kyiv Literacy Society. Responding The expediency of its construction, which began in fully manages .. to come off victorious from many life should also be given on the cover of the Dictionary. “We to allegations of misappropriation of books in the school 1899, was defined by V. Naumenko as follows: “Taking troubles” [18]. wanted, – E. Chykalenko wrote, – to have the name of libraries, he explained that all acquisitions were made ac- the initiative to build such a house, the Literacy Society During his activities at Kyiv Literacy Society, V. Nau- Naumenko on the dictionary, because he put a lot of cording to the rules and regulations of state documents. was guided, on the one hand, by the awareness of the im- menko did not stop his active work in Kyiv commu- work on it, and justice demanded moral payment for that The existence of “doubtful” books from the perspective of mense benefit of such educational institutions to the peo- nity, which at the end of the 19th century has become worthless work for many years” [20]. book managers explains the government’s abolition of re- ple, and on the other by a deep conviction in the urgent a powerful force in a democratic society. Among the When Volodymyr Pavlovych learned of the details of strictions on providing libraries with books only through need to build a Community Hall in Kyiv, where so little has senior representatives of Kyiv community were M. Dra- the negotiations with B. Grinchenko, he immediately re- special catalogs. “The members of the Literacy Society been done for its many thousands of working-age adults” homanov, V. Berenshtam, P. Zhitetskyi, P. Kosach and oth- linquished his copyright to the Dictionary. He even pre- sought to enrich the holdings of public libraries in the least [18]. According to the report of the Society, signed by the ers. V. Naumenko among others belonged to the young pared a new version of the contract himself. Moreover, he possible way,” said V. Naumenko, “of course, they took Council Chair V. Naumenko, it is known that upon com- generation. However, the youth was not passive and did continued to work with B. Grinchenko, greatly assisting in advantage of the new rules that made it possible to more pletion of the Community Hall construction it was planned not stand aside, the young community members were con- the preparation of the publication. fully satisfy new libraries with all those books that most to accommodate the following premises there: a large au- cerned with the problems of Ukrainian culture and educa- In 1904, the anniversary of the Ukrainian writer Ivan satisfied the educational aspirations of the people” [16]. ditorium for 1000 people for reading and theatrical perfor- tion, and worked diligently for the benefit of the nation. Nechui-Levytskyi was celebrated in Kyiv. The Ukrainian He insisted that, taking into account the new laws, there mances; two large halls of the free library-reading room; Representatives of different generations of the Com- intellectuals, who gathered at the event, approved a request should be no restrictions on the acquisition of publicly ac- two halls for the mobile museum of textbooks; two halls munity were united in joint work, in particular, the cre- to the government to improve the status of Ukrainian liter- cessible books by libraries. V. Naumenko also stressed for Sunday school and evening classes for adults; a tea ation of the Ukrainian dictionary. For this work the com- ature. The delegation consisting of Olena Pchilka-Kosach, that the law does not oblige a society to submit for ap- room and a cheap canteen; premises for the Literacy So- munity members met in their own houses. Such meetings Mykola Dmytriev, Volodymyr Naumenko and Illia Shrag proval lists of books that will make up the library’s fund. ciety bookstore; apartments for the head of the Commu- were held also at V. Naumenko’s house. For many years was selected by the participants of the commemoration. V. Naumenko was most criticized for the books on so- nity Hall, librarian and employees; two three-rooms apart- the community members have been collecting material for The delegation went to St. Petersburg, with the appeal to cial sciences and national studies in the national libraries, ments for rent. The purpose of this structure was to serve this dictionary. This was of great importance for the devel- the Prime Minister S. Witte, demanding to cancel restric- as well as books written in Ukrainian. the public education. opment of Ukrainian literary language. In the early 90’s, tion of the Ukrainian word. According to the member of V. Naumenko has been the Council Chair of Kyiv Lit- when enough material had already been collected and pro- the delegation, Olena Pchilka, V. Naumenko started talk- ffi The struggle was di cult. Libraries and book stores eracy Society for 11 years. All this time he made consid- cessed, they decided to start printing. This case was en- ing about the state of Ukrainian life and Ukrainian word. were closed, books were removed and bans were placed. erable efforts to preserve the society and has contributed trusted to V. Naumenko personally. He spent a lot of time The importance of the work of this delegation was empha- However, thanks to the selfless work of V. Naumenko, the to his active work. for publishing the dictionary: he personally edited the first sized by S. Siropolko: “Various Ukrainian organizations educational activity of the company did not stop. Only The year 1905 was quite difficult for the society be- letters, sent the corrections of the dictionary, negotiated followed this initiative, wrote petitions about the needs of in 1901 did the members of the society manage to open cause of its revolutionary sentiments. Even before the with representatives of the typography, consulted with sci- the Ukrainian school and Ukrainian word” [21]. ff and sta 5 public libraries, and preparations were made known events, the activities of the society were recog- entists, including O. Shakhmatov. In the history of Ukraine, the “Prosvita” Society, for the opening of such libraries in three more villages of nized by the official government as harmful to the masses, Much work has been done to overcome the censor- which operated on ethnic Ukrainian lands from 1868 to Podillia and Volyn provinces. The report on the activi- the more so it became noticeable at that time. V. Nau- ship bans on typing the Ukrainian dictionary. Volodymyr 1939, have successfully fulfilled the vital tasks of es- ties of Kyiv Literacy Society (1902) stated that the most menko was forced to write an internal report addressed to Pavlovych’s diplomatic abilities allowed him to obtain per- tablishing a system of public education. The researcher important achievement should be considered the arrange- the Governor-General of Kyiv, Podillia and Volyn, stating mission to print with the condition to call the dictionary L. Berezivska defines the type of these public organiza- ment of public libraries within the Kyiv, Volynand Podillia that recently, under the influence of complex relations be- “Russian – Little Russian”. Not all users of the famous tions as “... scientific and educational, which aimed to provinces [18]. tween political parties and groups, the activities of some “Grinchenko’s Dictionary” today are aware of the dra- promote the development of certain types of education or Kyiv Literacy Society has also started a significant societies and institutions, including Kyiv Literacy Society, matic events that remain only in the memoirs of contem- public education in general” [1]. work within the framework of the school commission, was criticized in media. In his report V. Naumenko argued poraries associated with the preparation of this unique edi- The “Prosvita” Charter stated: “The Society aims to which permanent member was V. Naumenko. The pur- that the main idea of Kyiv Literacy Society has always tion. In light of this, we also see Volodymyr Naumenko as promote the development of Ukrainian culture and, above pose of the school board activities was “... to develop, been the education of people without going through pol- an amazing man, a patriot who is capable not only of ded- all, to enlighten the Ukrainian people in their native lan- both theoretically and practically, all the issues related to itics. Such apolitical direction was commented on by the ication but also of sacrifice. guage, acting within the limits of the city of Kyiv and Kyiv the school business”. Such a goal was specified in the fol- main provisions of the Society Charter: “... to work in the The materials for the dictionary were already on the province” [22]. B. Grinchenko, S. Tymoshenko, Lesia lowing tasks: opening of new public schools; establish- spirit of the progressive and educational direction, without desktop. V. Naumenko obtained the permission for print- Ukrainka, V. Vinnychenko, D. Doroshenko, S. Yefremov, ment of classes for lessons with adults at public schools; going beyond the limits of law” [16]. However, despite all ing and prepared the first part – two letters, ending with V. Durdukivskyi, L. Yanovska, S. Rusova, I. Ogienko and consideration of requests from different persons and insti- the explanations and attempts of V. Naumenko to preserve the word “borozna (furrow)”. This publication has already others worked in this organization. Volodymyr Naumenko tutions for financial support and various instructions and this educational organization, the activity of the society in reached the readers of the magazine “Kievskaya Starina”, was a full member of the society. advice on school matters; acquaintance with life and ac- 1908 was stopped. when it became known that the Dictionary has a chance to However, the activities of the society were character- tivities of provincial schools according to the provided the It is difficult to overestimate the importance of Kyiv win an academic prize of M. Kostomarov. It was necessary ized negatively by the official authorities, since, in their reports; support of schools, founded by the society [17]. Literacy Society in the education of Ukrainian people. to urgently revise the edition. Being busy with a magazine, opinion, the said society, along with other activities, was Thus, in 1900, Kyiv Literacy Society, headed by V. The members of this educational organization were able to public and pedagogical activities, V. Naumenko could not also engaged in the production of publications, “... the Naumenko, founded five schools: two for male, two for achieve significant results, which, in particular, were noted devote much time to work on the Dictionary. purpose of which is to discredit monarchical power and female and one with two classes, both male and female. in one of the latest reports: “... a number of libraries were The Dictionary Commission, consisting of to propagate republican ideas” [23]. Appreciating the In four of these schools, classes were held on Sunday, and organized, books were collected and sent to them, mass of E. Chykalenko, V. Berenshtam, and E. Trygubov, of- “Prosvita” activities as a threat to public order, on April 8, in one, namely a prison school for women – on weekdays. folk literature was organized, a warehouse was organized, fered to invite B. Grinchenko to work on the edition. It 1910, the representatives of the tsarist authorities in Kyiv In 1900, 750 pupils attended these schools: 518 male and a museum was founded, Sunday Schools are successfully was decided to pay him 100 rubles a month. Negotiations found it necessary to close this society. These events also 232 female. It should be noted that all the necessary edu- functioning...” [18]. with a well-known writer took quite a long time. The affected V. Naumenko’s career. In 1911, a secret adviser, cational supplies, such as books, exercise books, pencils, The merits of V. Naumenko as a leader of the soci- point was that B. Grinchenko wanted a monopoly right R. Zilov, did not support V. Naumenko’s request for his pens, were provided to students free of charge [18]. ety, an active figure in public education were highly ap- in the preparation of the publication. He insisted that he further work as a teacher [24].

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1917 was a year of great change. With the victory of appropriate staff composition; selection of textbooks and the February Revolution, which liquidated the autocracy, manuals. greater opportunities for the Ukrainian national education V. Naumenko attributed a course of native land his- movement opened up, and a new period in the activities of tory, native literature, geography and ethnography, as well educational societies began. The main organizational form as acquiring scientific knowledge of the Ukrainian lan- of the movement for national revival of education became guage, to the subjects to be introduced at high school [27]. the Prosvita Societies, which in spring of 1917 resumed its The teacher emphasized that the necessity of introducing activities. Kyiv Prosvita was one of the first in Ukraine to along with the subject of the native land geography also the resume its activity. V. Naumenko was elected the Commu- course of ethnography is explained by pedagogical tasks. nity Chair. He also chaired the general meeting on May 14, Filling the content of education with Ukrainian sub- 1917, at which the plan of work of the commissions was jects required changes to the curriculum in order not to approved. load students with an excessive amount of information. To In the first year of existence of the Ukrainian Peo- solve this problem, V. Naumenko offered to remove from ple’s Republic, the educational movement unfolded quite the programs of history, literature and geography all that widely. Both in the cities and in the villages there were was taught only to satisfy the requirements of the tsarist mentioned public organizations, which were subordinated regime. According to the teacher, the program hours were to Kyiv Prosvita Society. The purpose of these associa- released and could be filled with Ukrainian subjects. tions was to educate their members “... in the light of good According to V. Naumenko, reforming the content science and through the knowledge to lead them to a better of education involved changing the requirements for the public national life” [1]. teacher, his knowledge and working methods. “If we are to In order to obtain details of all existing Prosvita Soci- start a school reorganization, – he noted, – it is not so much eties in Ukraine and their integration, the Extracurricular a question of how a school can be reorganized, but a matter Education Department has set up an organizing commit- of how well the teaching staff is prepared” [27]. Teacher tee to organize the Prosvita Congress. According to the training was an urgent need. The teacher considered that director of the Department S. Rusova, such an idea was the success of the initiative depends on it. “Otherwise, – caused by the fact that “. . . there was a feeling of dis- he said, – it cannot be”. In order to be sufficiently prepared satisfaction with the Prosvita’s work: there was no cer- for pedagogical activity in the national Ukrainian school, it tain leading opinion in their activity; a central body that is necessary for the teaching staff to be at the highest level could provide the desired direction to the Prosvita compe- of knowledge of their mother tongue, not only practically titions could widely provide material and moral assistance but also theoretically, and also to be familiar with the main to these truly national organizations” [25]. scientific subjects closely related to the national type, like: The All-Ukrainian Prosvita Congress began its work literature, history, geography, ethnography” [26]. on September 20, 1917. The opening speech was made V. Naumenko paid much attention to the organization by I. Steshenko, Secretary General of Education. V. Nau- of pedagogical courses for teachers. To expedite this work, menko reported on the difficult situation of Ukrainian na- he suggested “... to divide the courses into the district ones tional education. so that each district could arrange monthly courses for the At this time, the issue of nationalization of education teachers of their own districts, and to devote all their efforts and the creation of a Ukrainian school are being actual- to teaching the Ukrainian language ...” [27]. ized in the political and educational arenas. In his article With the aim of territorial extension of the courses “School Nationalization in Ukraine” V. Naumenko men- for the training of teachers for the school Ukrainization, tioned the following priorities as the most important: V. Naumenko suggested several rational steps: shift work of the heads of the district courses; urgent preparation of • recognition of the right for the Ukrainian language to be distruct courses methodologists for 70-hour lectures that an honorable place in schools, it should not be harassed, could be taught in provinces. contemptuous or even unwanted; He personally develops a teacher training program for • recognition the Ukrainian language as the language of the Ukrainian school. For example, in teaching literacy teaching at primary school, and at secondary, higher and V. Naumenko considered it necessary to familiarize the special-teaching schools as the language to be studied, students with the methods of explanatory reading, the pe- ff with the latter being compulsory, and for the first two – culiarities of Ukrainian writing and to o er reading mate- optional [26]. rials. The Methodist advised to devote the second part of the From the first days of creation of the Ukrainian Peo- courses to teaching arithmetic in the Ukrainian language. ple’s Republic, extensive work has begun in the direction In addition, V. Naumenko considered it necessary to teach of Ukrainization of education. V. Naumenko himself re- a brief course on the history of Ukraine, on the history duced the problem of Ukrainization of education to two as- of Ukrainian literature, especially in the 19th century, fur- pects: introduction of teaching in the Ukrainian language ther on the geography of Ukrainian and the Ukrainian lan- and introduction into the curriculum only some Ukrainian guage. subjects at secondary school. The teacher emphasized that The Methodist emphasized the importance of the issue of teaching in Ukrainian requires consideration of course leader personality. “The trust and the authority the following factors: national composition of students; acknowledgement of the courses teacher is of utmost im-

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1917 was a year of great change. With the victory of appropriate staff composition; selection of textbooks and portance. If there is no such trust and authority, then the pochatku XX stolittia (Issues of national education the February Revolution, which liquidated the autocracy, manuals. work becomes a formality, a toy”, V. Naumenko warned. and upbringing in the activities of Ukrainian Com- greater opportunities for the Ukrainian national education V. Naumenko attributed a course of native land his- In the case of selection of methodological courses lead- munities (the second half of the XIX – beginning of movement opened up, and a new period in the activities of tory, native literature, geography and ethnography, as well ers V. Naumenko paid great attention to the “conscious the XX century) (Naukovyi svit, Kyiv, 2000) educational societies began. The main organizational form as acquiring scientific knowledge of the Ukrainian lan- Ukrainian intellectuals”, who was interested in the effec- [7] I. Nadiezhdina, Ph.D. thesis, National Peda- of the movement for national revival of education became guage, to the subjects to be introduced at high school [27]. tiveness of the process of Ukrainization of education [26]. gogical University named after Volodymyr Hnatyuk, the Prosvita Societies, which in spring of 1917 resumed its The teacher emphasized that the necessity of introducing Ternopil, Ukraine (2019) activities. Kyiv Prosvita was one of the first in Ukraine to along with the subject of the native land geography also the 4 Conclusions [8] V. Naumenko, Literaturnyi russkii yazyk v shkolakh resume its activity. V. Naumenko was elected the Commu- course of ethnography is explained by pedagogical tasks. tekh mestnostei, v kotorykh on ne yavlyaetsya rod- nity Chair. He also chaired the general meeting on May 14, Filling the content of education with Ukrainian sub- Thus, V. Naumenko, who was entrusted with the case of nym yazykom (Literary Russian in schools of those 1917, at which the plan of work of the commissions was jects required changes to the curriculum in order not to Ukrainization of the schools of the Kyiv educational dis- places where it is not a native language) (Institute of approved. load students with an excessive amount of information. To trict, determined the conditions for reforming the school Manuscripts of the Vernadskyi National Library of In the first year of existence of the Ukrainian Peo- solve this problem, V. Naumenko offered to remove from and the content of education, as well as the ways of intro- Ukraine, Kyiv, n.d.), fund 1, 634/1300, p. 7 ple’s Republic, the educational movement unfolded quite the programs of history, literature and geography all that ducing theoretical foundations into the public school prac- [9] V. Naumenko, Otechestvennyi yazyk kak predmet widely. Both in the cities and in the villages there were was taught only to satisfy the requirements of the tsarist tice. According to the teacher, solving these tasks required gimnazicheskogo kursa. Rech’, chitannaya na torzh- mentioned public organizations, which were subordinated regime. According to the teacher, the program hours were special training of teaching staff, support of the progres- estvennom akte Kievskoi 2-i gimnazii 30 sentyabrya to Kyiv Prosvita Society. The purpose of these associa- released and could be filled with Ukrainian subjects. sive Ukrainian intelligentsia, and conscious attitude of the 1881 goda (Mother tongue as a subject of a gymna- tions was to educate their members “... in the light of good According to V. Naumenko, reforming the content people to the reorganization of education, taking into ac- sium course. Speech at the solemn act of the 2nd Kiev science and through the knowledge to lead them to a better of education involved changing the requirements for the count the territorial location of the educational institution gymnasium on September 30, 1881) (Kyiv, 1881) public national life” [1]. teacher, his knowledge and working methods. “If we are to in the process of Ukrainization. [10] V. Naumenko, Kievskaya starina 64(3) (1899) start a school reorganization, – he noted, – it is not so much In order to obtain details of all existing Prosvita Soci- Active public activity, scientific and educational work, [11] V. Naumenko, Kievskaya starina 64(3) (1899) a question of how a school can be reorganized, but a matter eties in Ukraine and their integration, the Extracurricular development of appropriate programs and creation of text- [12] V. Naumenko, Kievskaya starina 92(2) (1906) of how well the teaching staff is prepared” [27]. Teacher Education Department has set up an organizing commit- books for public schools – each of these activities was a Delo o deyatel’nosti Kievskogo obshchestva training was an urgent need. The teacher considered that [13] tee to organize the Prosvita Congress. According to the kind of stone in creating the foundation for Ukrainian ed- sodeistviya nachal’nomu obrazovaniyu (Case over the success of the initiative depends on it. “Otherwise, – director of the Department S. Rusova, such an idea was ucation. V. Naumenko’s role as one of the founders of na- the activities of Kyiv Society for the Promotion caused by the fact that “. . . there was a feeling of dis- he said, – it cannot be”. In order to be sufficiently prepared tional education was both in the scientific and theoretical of Primary Education) (Central State Historical satisfaction with the Prosvita’s work: there was no cer- for pedagogical activity in the national Ukrainian school, it substantiation of the foundations of Ukrainian schooling Archive of Ukraine, Kyiv, 1904), fund 442, 657/203, tain leading opinion in their activity; a central body that is necessary for the teaching staff to be at the highest level and in the practical implementation of educational ideas pp. 17, 18 could provide the desired direction to the Prosvita compe- of knowledge of their mother tongue, not only practically in the life of the Ukrainian population. [14] V. Naumenko, Lyst do Ye. Chykalenka (Letter to Ye. titions could widely provide material and moral assistance but also theoretically, and also to be familiar with the main The study does not cover all aspects of the problem. Chykalenko) (Institute of Manuscripts of the Vernad- to these truly national organizations” [25]. scientific subjects closely related to the national type, like: Linguistic aspects of V. Naumenko’s legacy need further skyi National Library of Ukraine, Kyiv, 1904), fund The All-Ukrainian Prosvita Congress began its work literature, history, geography, ethnography” [26]. study and generalization. Also promising are studies of 1, 35636, p. 2 on September 20, 1917. The opening speech was made V. Naumenko paid much attention to the organization the scientist’s contribution to the development of archival [15] O chlenakh pravleniya “Obshchestva sodeistviya by I. Steshenko, Secretary General of Education. V. Nau- of pedagogical courses for teachers. To expedite this work, and library affairs, a comparative analysis of pedagogical srednemu obrazovaniyu v g. Kieve” Naumenko menko reported on the difficult situation of Ukrainian na- he suggested “... to divide the courses into the district ones ideas of V. Naumenko and his socio-cultural activities with V.P., Shenfel’de S.V. Iz spiskov prosvetitel’skikh ob- tional education. so that each district could arrange monthly courses for the other representatives of domestic and foreign progressive shchestv v g. Kieve, sostavlennykh v kantselyarii teachers of their own districts, and to devote all their efforts intelligentsia. At this time, the issue of nationalization of education Kievskogo gubernatora (About the board members and the creation of a Ukrainian school are being actual- to teaching the Ukrainian language ...” [27]. With the aim of territorial extension of the courses of the “Kyiv society for the promotion of secondary ized in the political and educational arenas. In his article education” Naumenko V.P., Shenfelde S.V. From the “School Nationalization in Ukraine” V. Naumenko men- for the training of teachers for the school Ukrainization, References V. Naumenko suggested several rational steps: shift work lists of educational societies in Kiev compiled in the tioned the following priorities as the most important: Osvitno-vykhovna diialnist kyivskykh of the heads of the district courses; urgent preparation of [1] L. Berezivska, chancellery of the Kyiv Governor) (Central State His- prosvitnytskykh tovarystv (druha polovyna XIX – • recognition of the right for the Ukrainian language to be distruct courses methodologists for 70-hour lectures that torical Archive of Ukraine, Kyiv, 1908), fund 275, poch. XX st.) (Educational activity of Kyiv educa- an honorable place in schools, it should not be harassed, could be taught in provinces. 1727, pp. 8–13 tional societies (second half of the XIX – beginning contemptuous or even unwanted; He personally develops a teacher training program for [16] Delo o zakrytii Kievskogo obshchestva gramotnosti, of the XX century)) (Molod, Kyiv, 1999) rasprostranyavshego v Yugo-Zapadnom krae nele- • recognition the Ukrainian language as the language of the Ukrainian school. For example, in teaching literacy V. Naumenko considered it necessary to familiarize the [2] L. Vovk, Hromadsko-pedahohichne spodvyzhnytstvo gal’nuyu literaturu. Imeyutsya svedeniya o deya- teaching at primary school, and at secondary, higher and v Ukraini (etapy i osoblyvosti) Social and peda- tel’nosti Umanskoi komissii Kievskogo obshchestva special-teaching schools as the language to be studied, students with the methods of explanatory reading, the pe- culiarities of Ukrainian writing and to offer reading mate- gogical community in Ukraine (stages and features) gramotnosti (1907–1909) (Case of closing the Kyiv with the latter being compulsory, and for the first two – (Mizhnar. fin. ahentsiia, Kyiv, 1997) Literacy Society, which distributed illegal literature optional [26]. rials. The Methodist advised to devote the second part of the [3] I. Zaichenko, Historical and Pedagogical Almanac 2 in the Southwest territory. There is an information From the first days of creation of the Ukrainian Peo- courses to teaching arithmetic in the Ukrainian language. (2006) about the activities of Uman Commission of Kyiv Lit- ple’s Republic, extensive work has begun in the direction In addition, V. Naumenko considered it necessary to teach [4] I. Likarchuk, Ministry osvity Ukrainy (Ministers of eracy Society (1907–1909)) (Central State Historical of Ukrainization of education. V. Naumenko himself re- a brief course on the history of Ukraine, on the history Education of Ukraine), Vol. 1 (Eshke O.M., Kyiv, Archive of Ukraine, Kyiv, 1909), fund 442, 857/146 duced the problem of Ukrainization of education to two as- of Ukrainian literature, especially in the 19th century, fur- 2002) [17] Ustav, instruktsii i polozheniya Kievskogo obshch- pects: introduction of teaching in the Ukrainian language ther on the geography of Ukrainian and the Ukrainian lan- [5] I. Likarchuk, Ministry osvity Ukrainy (Ministers of estva gramotnosti (Charter, instructions and provi- and introduction into the curriculum only some Ukrainian guage. Education of Ukraine), Vol. 2 (Eshke O.M., Kyiv, sions of Kyiv Literacy Society) (Central State His- subjects at secondary school. The teacher emphasized that The Methodist emphasized the importance of the 2010) torical Archive of Ukraine, Kyiv, 1899), fund 318, issue of teaching in Ukrainian requires consideration of course leader personality. “The trust and the authority [6] N. Pobirchenko, Pedahohichna i prosvitnytska di- 1/1532 the following factors: national composition of students; acknowledgement of the courses teacher is of utmost im- ialnist ukrainskykh hromad u II polovyni XIX – na

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[18] Otchet o deyatel’nosti Kievskogo obshchestva “Prosvita”) (Internal report of Kyiv Security De- gramotnosti (Report on the activities of Kyiv Lit- partment to the Police Department on the Ukrainian eracy Society) (Central State Historical Archive of and national movement (on the activities of the Ukraine, Kyiv, 1901), fund 442, 655/35 Prosvita Society) (Central State Historical Archive of [19] Ministry of Education, Tsirkulyar o popolnenii Ukraine, Kyiv, 1910), fund 275, 1/2198 bibliotek srednikh uchebnykh zavedenii tol’ko [24] Pro pedahohichnu diialnist V.P. Naumenka na posadi knigami, odobrennymi Ministerstvom narodnogo dyrektora Kyivskoho pryvatnoi cholovichoi him- prosveshcheniya i dukhovnym vedomstvom (Circular nazii (1905–1911) (On the pedagogical activity of on replenishing the libraries of secondary schools V.P. Naumenko as principal of Kyiv Private Boy’s only with books approved by the Ministry of Ed- Gymnasium (1905-1911)) (Central State Historical ucation and the Department of Religious Affairs) Archive of Ukraine, Kyiv, 1911), fund 442, 858/125 (Central State Historical Archive of Ukraine, Kyiv, [25] S. Rusova, Dopovidna zapyska pro znachennia 1904), fund 707, 192/54 “Prosvity” dlia kulturnoho rozvytku narodu (On the [20] Y. Chykalenko, Spohady (1861–1907) (Memoirs importance of Prosvita Society for the cultural de- (1861-1907)), Vol. 2 (Dilo, , 1999) velopment of people Internal Report) (Central State [21] S. Siropolko, Istoriia osvity v Ukraini (History of Ed- Archive of the Highest Authorities and Administra- ucation in Ukraine) (Naukova Dumka, Kyiv, 2001) tion of Ukraine, Kyiv, n.d.), fund 2201, 2/381 [22] Ustav Obshchestva Prosvita v Kieve (Charter of the [26] V. Naumenko, Kievskaya mysl’ 81 (1917) Society of Education in Kiev) (Central State His- [27] Delo o vvedenii prepodavaniya predmetov v ucheb- torical Archive of Ukraine, Kyiv, 1906), fund 275, nykh zavedeniyakh Okruga na ukrainskom yazyke 1/1889 (Case over the introduction of teaching subjects in [23] Dokladnaya zapiska Kievskogo okhrannogo otde- the District educational institutions in Ukrainian) leniya v Departament politsii ob ukrainskom i nat- (Central State Historical Archive of Ukraine, Kyiv, sional’nom dvizhenii (o deyatel’nosti obshchestva 1917), fund 707, 299/325

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