Since the early 1990s in the republics former Union The issue of allowing gun ownership has been lobbied with varying degrees of success. In some places they managed to allow non-automatic rifled weapons, in others only traumatic ones are still available. People spend a lot of money, time and nerves to get the coveted piece of paper that gives them the right to keep weapons in a safe. And somehow it’s even difficult to imagine that several decades ago, our native country itself generously gave us a rifle, poured out cartridges, and even provided us with a competent uncle-instructor. True only in special times.
Today, when we celebrate the 75th anniversary of the beginning of the second mass training of citizens in military affairs, it is worth talking about what protects (ourselves or sovereignty) is not a weapon at all. It just helps.
***
Just the other day, we again remembered the years and why it is called the Patriotic War: because not only the army, but also irregular formations, which included persons who were not or had never been in military service, were engaged in repelling aggression. There weren’t too many of them, but for those years the case was already so remarkable that it was reflected in historiography. Why?
Since the times of slavery, the right to have and carry personal weapons has been a sign of personal freedom; the stratum of “squires” was usually a privileged service class from which the army was staffed, and the vertical of power as a whole. Then, when the armies became larger, the armament of the “vile classes” was allowed, but only for the duration of the battle or siege. And even more so, no one undertook to train them specifically for this, at least systematically.
Vsevobuch in Civil
Everything changed dramatically in April 1918, after the decree of the All-Russian Central Executive Committee “On compulsory training in the art of war” was issued. It was since then that the abbreviation “vsevobuch” (universal military training) settled in the Russian language. The All-Russian Central Executive Committee decided that all workers aged 18-40 were required to undergo on-the-job training in military affairs. Those who had previously served in the army underwent retraining or taught those same workers.
How long did you study? The course program lasted 96 hours; we studied for two hours after the shift.
Who taught? Officers and non-commissioned officers of the tsarist army, there was no one else. It was through their efforts that the reserve for the future Red Army was prepared.
What was taught? In addition to shooting from a rifle of the 1891 model and caring for it, they underwent drill training, trench work, the basics of reconnaissance and security, and first aid.
How much did you have time to prepare? This is perhaps the most interesting thing. About 5 million for the years 1918-1922, a million a year, if you count on average. Vsevobuch supplied approximately half of the personnel for the Red Army. Platoon commander Alexey Trofimov from (whom the Komsomol ordered to marry and defend his homeland) also probably went through Vsevobuch courses.
In addition to its direct task - training soldiers, Vsevobuch performed two more less noticeable functions:
1. Ensured continuity between the two Russias. At first, the Soviet government did not recognize the former Russia, but this does not mean that there was no continuity at all, it does not happen. And this continuity is that the army new Russia trained by officers of the former Russia.
2. Vsevobuch not only trained fighters, it helped prepare the army. And the army is the basis of sovereignty. In other words, these seemingly ridiculous 96-hour courses, in which clumsy soldiers were trained from hard workers, were an element of state building. The learned and bearded Philip Filipichs, who considered the direct work of the proletariat only to clean barns and tram tracks, probably laughed at the course students. And they were put to shame.
After Civil War compulsory training was abolished, replacing it with voluntary training (Osoaviakhim, predecessor of DOSAAF). However, it so happened that the tool came in handy a second time.
Vsevobuch in the Great Patriotic War
In fact, after the start of the Great Patriotic War, Vsevobuch only needed to be taken off the shelf and adjusted to the conditions that had changed over more than 20 years. The age range was expanded to 16-50 years, the training program was increased to 110 hours, including familiarization with a machine gun, mortar, and gas mask.
This time, in less than four years, 9.8 million people went through compulsory military training. The military registration and enlistment offices, which then drafted them into the active army, received people who knew the basics of military affairs. In a situation where training standards are constantly being reduced, this is difficult to overestimate. But that’s not even the main thing.
The Vsevobuch cadets became real soldiers, of course, later, after being drafted. Then they were really taught to shoot accurately, and if there was a front-line soldier among the instructors, then they were taught other intricacies of modern warfare. The main and important thing that Vsevobuch gave was to teach today's civilians to think like soldiers and act like soldiers. Because the GKO resolution “On universal compulsory military training for citizens of the USSR” is called “tactical training of single fighters and squads.”
Potentially, the mobilization reserve of the Third Reich (with its allies and conquered peoples) was little inferior to that of the USSR. And one of the explanations for the fact that in 1944 the German front began to crumble is that 1) Germany moved to total mobilization only in 1943; 2) mobilized and sent for training, at best, after vaguely similar Hitler Youth courses. In our country, these courses had already been tested in one war, and their graduates were half-ready fighters.
***
The age of mass armies has already passed, and therefore the third wave of Vsevobuch is now hardly relevant for defense capability. However, this does not mean that a useful lesson cannot be learned from the experience of our ancestors. As already mentioned, when giving weapons to citizens, the state first taught them not shooting, but discipline and mutual assistance. Because it’s not a person who fights, it’s the army that fights.
In the same way, it is not the blued barrel in the treasured holster that protects a person, but the head on his shoulders. Weapons create a dangerous illusion of power, but even a wolf is a social animal; loners cannot survive. No weapon can cancel the need to preserve and support the values, the reliance on which has twice saved our state.
Essays on Russian history physical culture and the Olympic movement Demeter Georgy Stepanovich
Formation of state bodies governing the physical education movement
The first governing bodies of the new physical culture movement were the State Commission of Public Education, soon transformed into the People's Commissariat, headed by A. V. Lunacharsky, and the People's Commissariat of Health, headed by N. A. Semashko. Under them, as we have already noted, departments were created that dealt with issues of health and physical education of schoolchildren.
At the same time, the physical education movement became the subject of close attention of the Communist Party, which acted as a guiding force in all areas public life countries.
The party sought to prevent the creation of independent physical culture associations, fearing that, once out of the control of the party, they would be influenced by bourgeois ideology. This is evidenced by a circular letter from the Party Central Committee dated August 10, 1923, which invited party organizations to “promote the involvement of the broad masses of workers, and in particular party members, in physical education, ensuring their ideological influence in this work, and ensuring that it did not acquire the form of a separate movement, but would be included as an integral part of the general plan of cultural work.”
That is why, in our opinion, the first full-fledged state body for managing the country's physical culture movement - the All-Union Council of Physical Culture under the Central Executive Committee of the USSR, endowed with the rights of state control and leadership - was created only in 1930 to please political ambitions, and voluntary sports societies of trade unions - relatively independent, mass, democratic organizations - even later, in 1936, the year of the adoption of the new Constitution of the USSR, which legally secured the victory of socialist relations in our country.
But let’s return to the period of the Civil War, when the All-Russian Central Executive Committee adopted the decree “On compulsory training in the art of war,” according to which the Main Directorate for General Military Training and the Formation of Reserve Units of the Red Army (Vsevobuch) was created. It included a department physical development and sports, who was in charge of physical training in units of the Red Army, at pre-conscription training centers, as well as among the civilian population.
Departments for general military training and military training centers were created at the military commissariats. The bodies of Vsevobuch, together with the Komsomol, organized military sports clubs at military registration and enlistment offices, factories and factories. Citizens aged 16 to 40 underwent military training. It included physical training - gymnastics and various types sports Initially, military training was based on a 96-hour program, which was later expanded. At the same time, most of the time was spent on physical training. At the same time, it should be pointed out the class nature of the activities of Vsevobuch, which consisted in the fact that military training covered workers and peasants who did not exploit the labor of others.
Along with the People's Commissariat of Education and the People's Commissariat of Health, Vsevobuch contributed to the introduction of physical education into the public education system, the revitalization of sports work in the country, and the creation of sports organizations. Thus, in 1918, with the active participation of M. V. Frunze, one of the first Soviet sports societies was organized - “Spartak” (Kostroma) and “Sport” (Ivanovo-Voznesensk).
In 1919, a party and military figure recalled from the front for this purpose became the head of Vsevobuch. Nikolai Ilyich Podvoisky(1880-1948), who did a lot not only for the military-physical training of pre-conscripts, but also for the development of physical culture and sports, although before this appointment some representatives of government circles spoke very unflatteringly about him.
Podvoisky later spoke about the tasks assigned to Vsevobuch in the article “Lenin and Physical Education”: “The Decree on General Military Training connected gymnastics and all types of physical development and training with general and military education in our country. This decree introduced physical education into unified system education of workers, their preparation for the defense of the Motherland and for highly productive, varied work...” The pioneers of Soviet sports began their ascent to the heights of excellence under very difficult conditions. There were few stadiums, experienced specialists, and not enough sports equipment and equipment. On primitive sites and wastelands, young men and women still trained and organized sports festivals.
In order to promote physical culture, Vsevobuch declared May 20, 1920 as Sports Day. Starts and demonstration performances were held right at city venues, clubs and parks. And two months later, a big sports festival called the “Pre-Olympics” took place in Moscow. The focus is on the parade on Red Square and gymnastics demonstrations at the hippodrome. Ten thousand pre-conscripts took part. Two thousand of them arrived from Petrograd.
N.I. Podvoisky established himself as an energetic propagandist of the Soviet system of physical education. Revealing the educational significance of physical culture, Podvoisky emphasizes it important role in the formation of strong character, strength, will, activity, perseverance, perseverance, composure, courage and other moral and volitional qualities. He proclaims the slogans: “Physical education to the masses!”, “Long live the air, sun and water!”
These calls are supported by concrete actions. Podvoisky signs an order that from the spring of 1921 all city, factory and rural sites of Vsevobuch should be equipped so that they become the most attractive centers for children, boys and girls in terms of their artistic location in the most beautiful places. Komsomol members and young people responded to this call with great enthusiasm and prepared 2,000 sites.
Other steps taken by N. I. Podvoisky are also worthy of attention. On his initiative, in 1920, the Supreme Council of Physical Culture was created under the Main Directorate of Vsevobuch. It united the activities of all departments and institutions in organizing pre-conscription training and physical education of young people. This council developed programs, charters, special guidelines and conducted sports competitions. By the spring of 1921, 12 regional and 52 provincial councils of physical culture were organized, which, like the Supreme Council, consisted of representatives of relevant local organizations.
N.I. Podvoisky had the right to say: “I rebelled the masses towards physical culture, raised them to the consciousness of going against prejudices that sport, physical culture is a lordly undertaking.” At the same time, one cannot ignore this fact. At an international meeting of working athletes from a number of countries in Moscow, a new international sports association was created, which received the name “Red Sports International”. It was headed by N.I. Podvoisky. It turned out that this organization had become so “red” that its charter prioritized the issues of athletes’ participation in the class struggle, rather than in sports life.
The civil war ended, the Soviet Republic moved on to peaceful life, but Vsevobuch continued to play a prominent role in the management of physical education work in the country, which, in my opinion, is due to the absence of a special state body for the management of the physical education movement. The leaders of Vsevobuch made an attempt to “sportize” the population through the creation of regional sports centers. The regulations on sports centers adopted in 1921 noted: “Pre-conscription training and sportsization of the proletariat, peasantry and other groups of workers is carried out according to a single plan and a single program on the basis of public initiative of workers, united by the place and region of their work.” Sports cells began to be created at enterprises and educational institutions. The sports activities of Komsomol organizations also revived. During the NEP, some pre-revolutionary sports societies began to be revived. But due to the economic difficulties of that time, the state was forced to reduce allocations for physical education, and the transition to a system of district sports centers was not successful.
Then Vsevobuch proposed a new organizational structure in the form of the Russian Union of Red Organizations of Physical Culture (RSKOFK). It was assumed that this organization would become the unifying and guiding center of the entire physical education movement. However, the Komsomol did not support this initiative of Vsevobuch, seeing in it an attempt to establish an organization parallel to the Komsomol.
The disagreements were so serious that a special commission of the Party Central Committee was created to consider them. The Komsomol raised the question of creating an institution in the form of a competent state body for the management of the physical education movement instead of RSKOFK. The result of this was the adoption by the Central Executive Committee of the RSFSR on June 27, 1923 of a decree on the formation of the Supreme Council of Physical Culture (VSFC) under the Central Executive Committee of the RSFSR as a commission consisting of representatives of the Central Committee of the party and various departments and organizations. The Supreme Council of Physical Culture was entrusted with the coordination, unification and general direction of the scientific, educational and organizational activities of various departments and institutions for the physical education of workers. The Supreme Council of Physical Culture included representatives of the Central Committee of the RCP(b), the Central Committee of the RKSM, the All-Union Central Council of Trade Unions, the People's Commissariats of Health, Education and other departments and organizations. The Supreme Council of Physical Culture was headed by the People's Commissar of Health N.A. Semashko, his deputy was the famous military figure, member of the All-Russian Central Executive Committee K.A. Mekhonoshin. The VSFK also included: B. Bazhanov (from the Central Committee of the party), the GPU was represented by Yagoda, who later became one of the most cruel executors of Stalin’s policy of fighting “enemies of the people”, who himself turned out to be a victim of this policy, A. G. Ittin, (from the Komsomol ) and others. The composition of the VSFK was approved by the Central Committee of the party, which determined the main directions of activity and planned activities of the organization, considered candidates for leadership positions in the physical education movement, taking into account, first of all, political loyalty, and not experience in sports work. Therefore, some members of the WSFK did not have a sufficient understanding of the essence of physical culture and sports, considering them, according to B. Bazhanov, as “some kind of useful for the health of the working masses and their training, almost obligatory mass and mass waving of arms and legs, so say, some kind of collective movements for health. They tried to introduce this in all sorts of workers’ clubs, driving workers almost by force to these demonstrations.” B. Bazhanov further notes that this did not arouse the slightest interest among the students and was viewed as something no less boring than political literacy lessons. “Sport,” he writes, “according to the ideas of the theorists of this “physical education,” was considered as an unhealthy relic of bourgeois culture, developing individualism and, therefore, hostile to the collectivist principles of proletarian culture.”
The above statement from an eyewitness shows the complex and contradictory path the Soviet physical education movement took during its formation. It is interesting to note that the attitude towards sports and its development was debated in leading party circles. Some were in favor of “physical education,” that is, for hygienic, strictly dosed gymnastic exercises, others were in favor of sports and the holding of sports competitions. For example, Yagoda, who represented the GPU on the Supreme Council of Physical Education, especially advocated for “physical education.” This issue was specifically discussed at one of the Council plenums. B. Bazhanov, who gave a report, spoke about the need to change the situation in the physical education movement towards increasing attention to the development of sports in order to interest the masses in sports activities. He believed that first it was necessary to restore the old sports organizations dissolved after the revolution, gather dispersed athletes into them and use them as instructors and inspirers of sports activities. This caused objections from Yagoda, who referred to the fact that before the revolution, sports were mainly carried out by representatives of the bourgeoisie. According to Yagoda, sports organizations have been and will be a bunch of counter-revolutionaries. And any sport, he believed, is against collectivist principles. However, the Council did not support Yagoda's point of view. At the same time, the GPU created obstacles to the restoration of sports work, since for him, B. Bazhanov notes, “all the old athletes were enemies”2. This point of view hampered the development of sports for quite a long time, finding indirect reflection in some party documents. But it's not only that. The details presented allow us to take a fresh look at the policy of repression towards sports figures and individual athletes, as well as to better understand the background and reasons for the fear of leadership circles to create independent sports associations and state bodies governing the physical education movement. After all, voluntary sports societies and the mentioned bodies were created only in 1930-1936. (their creation will be discussed below).
Higher councils of physical culture then began to be created in other republics and locally - under provincial and district executive committees. The VSFC under the All-Russian Central Executive Committee was the first state body during the years of Soviet power created specifically to manage physical education and sports work. However, in those years there was no state body with the right to control the management of the physical education movement on a global scale. Soviet Union, and the VSFK itself worked as a commission consisting of representatives of various organizations and departments.
Headed the All-Russian Sports and Cultural Commission under the All-Russian Central Executive Committee Nikolai Alexandrovich Semashko(1874-1949). One of the first organizers of Soviet healthcare, a hygienist, based on data from medical science and his own research, developed a number of important provisions that had great theoretical and practical significance for the emerging physical education movement. Therefore, it is necessary to dwell on his works and activities as chairman of the WSFK.
All diseases are social, because they all depend on the conditions in which a person lives. This position, formulated by N. A. Semashko, expressed at that time new approach to the issue of illness and human health, emphasized the importance of preventive medicine, the social conditionality of prevention. In 1932, Nikolai Aleksandrovich created the country’s first department of social hygiene, which played a major role in the introduction of preventive ideas in medical science and healthcare practice.
N. A. Semashko saw physical culture as an important means of strengthening the health of workers, one of the most accessible and effective forms of mass disease prevention. “The physical culture channel of preventive work,” he wrote in 1927, “is one of the most powerful.”
It was the preventive value of physical culture that primarily determined N. A. Semashko’s attention to it. In his works he develops ideas about social character health and physical education.
N.A. Semashko emphasized the importance of health measures, the fight for a healthy shift, for a sanitary culture in the country. In the book “The Ways of Soviet Physical Culture,” which summarizes the results of the development of the physical culture movement in our country over the first 8 years of Soviet power and outlines the paths for its further development, he noted that strengthening the health of workers is one of the main tasks of the Soviet state.
In light of the above, one should also understand the slogan he put forward: “Physical education – 24 hours a day!” Its content is well revealed in the following words: “Teach to work correctly, rest properly, sleep, observe the rules of hygiene, temper and strengthen the body’s strength...”. In the 1920s, in conditions of sanitary and cultural backwardness of the population, this slogan was especially great importance, helping to improve hygiene culture and attract the attention of the broad masses of workers to physical culture.
N. A. Semashko in his works and speeches repeatedly noted not only the health-improving, but also the great educational and educational significance of physical culture. In his opinion, physical exercise teaches precision and beauty of movements, contributes to the education of will, and the development of collectivism.
The thoughts of N. A. Semashko about the close connection of physical culture with general culture deserve attention. It shows that the cultural backwardness of the masses before the revolution was combined with physical illiteracy. The natural craving of people for a common culture is accompanied by a mass gravitation for physical culture, which once again proves the connection of both cultures. He believed that cultural skills cannot be instilled without physical education. Based on this, he comes to the conclusion that “the path to culture lies through physical culture.” This indicates his high assessment of physical culture as a means of improving the general culture of the population.
It is interesting that many years later, in an article published in the journal “Theory and Practice of Physical Culture” in 1945, Nikolai Aleksandrovich again emphasizes the role of physical culture as one of the “most important means of raising the general culture of the population.”
The creative heritage of N. A. Semashko in the field of physical culture is very extensive. Of the 250 works published by him, a tenth is specifically devoted to the problems of physical education. In addition, these issues are considered by him in many works devoted to health problems.
N. A. Semashko made a major contribution to the development of a number of important provisions of the Soviet system of physical education, in particular, on the content of Soviet physical culture and its means. N.A. Semashko repeatedly emphasized that physical culture cannot be reduced only to physical exercises, that it should also cover a wide range of hygienic measures, a rational regime of work and rest, and the use of natural forces of nature - the sun, water and air. These thoughts were reflected in the theses prepared by the VSFK under the Central Executive Committee of the RSFSR.
In an atmosphere of underestimation of sports by many figures in physical culture, Nikolai Aleksandrovich constantly pointed out the need to develop sports among the population. “We are not at all distracted from the element of competition necessary in sports,” wrote N. A. Semashko, “otherwise it will not be a sport, but a dry roach that will not attract anyone.”
Criticizing those who underestimated sports, he proceeded from the fact that physical education should be interesting, exciting, and the path to this lies through sports and games, and that if you keep young people “on the semolina of hygienic gymnastics,” then physical education will become widespread won't receive it. He defended these thoughts at meetings of the All-Russian Federation Council at the Central Executive Committee of the RSFSR. As B. Bazhanov testifies, when at the above-mentioned meeting in the Supreme Council of Physical Culture Yagoda began to say that sports clubs would be nests of counter-revolution and that they must be watched with both eyes, Semashko interrupted him: “Well, this is the business of your department, this is ours.” does not concern."
N. A. Semashko did a lot to introduce medical supervision into the practice of the Soviet physical education movement. They put forward the slogan “Without medical supervision there is no Soviet physical education!” Medical control and medical observations have become an integral part of the educational and training process in our physical education movement.
N. A. Semashko paid great attention to the training of specialists in medical control in the field of physical education, believed that such doctors should have not only medical knowledge, but also be well versed in issues of physical education, the influence of various physical exercise on the body of those involved.
N. A. Semashko’s desire to ensure the development of the physical education movement on a scientific basis led him to the idea of creating a special sports publishing house. Under the apparatus of the All-Russian Federation of Sports and Culture of the RSFSR, on his initiative, a publishing department arose, which was transformed in 1924 into the independent publishing house “Physical Culture and Sports”. In addition, a year later the scientific and methodological journal “Theory and Practice of Physical Culture” was created for the first time in the USSR. Nikolai Alexandrovich became the first editor-in-chief of this publication. A very important beginning was laid: for many decades, the magazine has performed the important function of organizing and promoting scientific knowledge in the field of physical culture and sports, sharing the experience of teachers, coaches, and scientists.
The development of the physical education movement required strengthening state leadership in this area. For this purpose, on April 1, 1930, a resolution was adopted by the Presidium of the USSR Central Executive Committee on the establishment of the All-Union Council of Physical Culture. It was created in order to ensure planning, strengthen state leadership and control over work on physical education. In the Union republics, local physical education councils were reorganized into bodies of state leadership and control.
N.K. Antipov (1894-1941), who did a lot for the further development of the physical education movement and strengthening the authority of the All-Union and local physical education councils, was appointed chairman of the new body.
The system of centralized management of the physical education movement was strengthened and improved, and in June 1936, by a government decision “in order to better meet the growing demands of workers in the field of physical culture and sports, streamline the system of physical education and strengthen state control and leadership in physical culture and sports” to replace the All-Union The Council of Physical Culture under the Central Executive Committee of the USSR created the All-Union Committee for Physical Culture and Sports under the Council of People's Commissars of the USSR. Accordingly, local management of physical education was reorganized. Thus, in the second half of the 1930s, shortly before the start of the Great Patriotic War, the Soviet system of state management of the Soviet physical education movement was formed.
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90 years ago, on April 22, 1918, the Decree of the All-Russian Central Executive Committee in Soviet Russia established and institutionalized Vsevobuch (universal military training of citizens). In 1923, Vsevobuch ceased to exist and was revived in September 1941.
On April 22, 1918, the All-Russian Central Executive Committee adopted a decree “On compulsory training in the art of war,” in accordance with which a system of military training for the combat reserves of the Red Army was created. First of all, youth of pre-conscription age (15-17 years old) had to undergo training. This is how Vsevobuch appeared - the Main Directorate for General Military Training of Territorial Troops.
The country was divided into regimental and battalion territorial districts, consisting of sections (company, platoon and detached). In each area, regular military personnel were allocated. They not only provided military training to the population, but also formed the backbone of future units that could be deployed in the event of mobilization. Management of territorial districts was carried out through the general education departments of the provincial, district and volost military registration and enlistment offices.
At first, mainly workers were involved in Vsevobuch, from the spring of 1918 - the poor peasantry, and from the summer - the middle peasants. Trainees (aged 18 to 40 years) were divided into groups: those who had previously military service and those that did not pass. The first ones were partially trained, and then many of them became instructors. Companies, as a rule, were given names based on the villages where most of the students were from. They trained individuals first, then units, squads, platoons, and companies. At the end of the classes, a general demonstration exercise was carried out. Classes lasted six or two hours daily, depending on whether the trainees were away from production or not.
There were three official programs for conducting general education - one-week, 7-week and 14-week.
The weekly 42-hour program included training in shooting (building a rifle, caring for it), shooting, combat (formations, commands, firing order), field service (security, reconnaissance), trench work (digging cells and trenches, using pomegranate). If it became possible to extend the training by another three days, 18 hours, they also taught offensive, night fighting and subversive warfare.
The 7-week program, with two hours of classes daily, consisted of 26 training hours in tactics, 35 in marksmanship, 8 in trench training, 8 in grenade and machine gun training, 8 in regulations, and 13 hours in practical testing.
In 1923, pre-conscription training was temporarily discontinued and was revived during the Great Patriotic War. On October 1, 1941, compulsory military training was introduced for all male citizens of the USSR from 16 to 50 years of age without interruption from work in factories, factories, state farms, collective farms, and institutions. The classes were conducted according to a 110-hour program, which made it possible to gain military knowledge and master practical skills in the scope of training a single fighter. The Vsevobuch system trained specialist soldiers: tank destroyers, snipers, machine gunners, machine gunners, etc.
Vsevobuch became one of the powerful sources of replenishment of troops with reserves. During the war years, the total number of citizens covered by universal military training amounted to 9,862 thousand people. This was almost one and a half times the size of the active army together with the reserves of Headquarters (as of the beginning of 1944).
90 years ago, on April 22, 1918, the Decree of the All-Russian Central Executive Committee in Soviet Russia established and institutionalized Vsevobuch (universal military training of citizens). In 1923, Vsevobuch ceased to exist and was revived in September 1941.
On April 22, 1918, the All-Russian Central Executive Committee adopted a decree “On compulsory training in the art of war,” in accordance with which a system of military training for the combat reserves of the Red Army was created. First of all, youth of pre-conscription age (15-17 years old) had to undergo training. This is how Vsevobuch appeared - the Main Directorate for General Military Training of Territorial Troops.
The country was divided into regimental and battalion territorial districts, consisting of sections (company, platoon and detached). In each area, regular military personnel were allocated. They not only provided military training to the population, but also formed the backbone of future units that could be deployed in the event of mobilization. Management of territorial districts was carried out through the general education departments of the provincial, district and volost military registration and enlistment offices.
At first, mainly workers were involved in Vsevobuch, from the spring of 1918 - the poor peasantry, and from the summer - the middle peasants. Trainees (aged 18 to 40 years) were divided into groups: those who had previously served in military service and those who had not. The first ones were partially trained, and then many of them became instructors. Companies, as a rule, were given names based on the villages where most of the students were from. They trained individuals first, then units, squads, platoons, and companies. At the end of the classes, a general demonstration exercise was carried out. Classes lasted six or two hours daily, depending on whether the trainees were away from production or not.
There were three official programs for conducting general education - one-week, 7-week and 14-week.
The weekly 42-hour program included training in shooting (building a rifle, caring for it), shooting, combat (formations, commands, firing order), field service (security, reconnaissance), trench work (digging cells and trenches, using pomegranate). If it became possible to extend the training by another three days, 18 hours, they also taught offensive, night fighting and subversive warfare.
The 7-week program, with two hours of classes daily, consisted of 26 training hours in tactics, 35 in marksmanship, 8 in trench training, 8 in grenade and machine gun training, 8 in regulations, and 13 hours in practical testing.
In 1923, pre-conscription training was temporarily discontinued and was revived during the Great Patriotic War. On October 1, 1941, compulsory military training was introduced for all male citizens of the USSR from 16 to 50 years of age without interruption from work in factories, factories, state farms, collective farms, and institutions. The classes were conducted according to a 110-hour program, which made it possible to gain military knowledge and master practical skills in the scope of training a single fighter. The Vsevobuch system trained specialist soldiers: tank destroyers, snipers, machine gunners, machine gunners, etc.
Vsevobuch became one of the powerful sources of replenishment of troops with reserves. During the war years, the total number of citizens covered by universal military training amounted to 9,862 thousand people. This was almost one and a half times the size of the active army together with the reserves of Headquarters (as of the beginning of 1944).
The implementation of universal compulsory education is inextricably linked with the task of eliminating mass illiteracy. Only universal education covering all children school age, firmly closed the source of constant replenishment of the ranks of the illiterate.
In 1927, there were about 108 thousand primary schools in the USSR, in which 10 million children studied (30% more than in Tsarist Russia). In total, approximately 70% of children were enrolled in primary education throughout the country.
The introduction of compulsory primary education acquired particular importance in connection with the development of socialist reconstruction. The XV Congress of the Communist Party of Bolsheviks, in its directives for drawing up the first five-year plan, put forward the introduction of universal education as the most important task of the cultural front. This task was specified in a number of subsequent decisions of the party and government.
Based real possibilities, which the country had, the V Congress of Soviets of the USSR (May 1929) recognized the widespread implementation of primary education as urgent. Specific dates for its introduction (for children from 8 to 15 years old) were established in April 1930 by the second all-Union party meeting on public education- from the 1930/31 academic year.
The 16th Congress of the Communist Party paid great attention to universal education. The resolution of the congress on the report of the Central Committee emphasized that “carrying out universal compulsory primary education and the elimination of illiteracy should become the combat task of the party in the near future.” In development of this decision of the Central Committee of the All-Union Communist Party of Bolsheviks, as well as the Central Executive Committee and the Council of People's Commissars of the USSR in July - August 1930 adopted important decisions on universal compulsory primary education. In these resolutions, the issues of universal education were closely linked with the ongoing socialist construction, with the tasks of training mass personnel and overcoming the cultural and technical backwardness of the worker-peasant masses.
In accordance with these decisions, in the USSR, from 1930/31, compulsory primary (four-year) education was introduced everywhere for children, as well as adolescents who had not completed primary education. In industrial cities, factory districts and workers' settlements, the task was set to implement universal education in the amount of a seven-year school.
Different regions differed from one another not only in the volume of work on universal education, but also in the timing of the transition to it.
In those places where there was a fairly developed school network, executive committees began to introduce universal compulsory four-year education in the fall of 1929 (Western Region, Central Black Sea Region, Moscow, Leningrad, Ryazan, Kaluga, Yaroslavl).
In order to implement the universal education program everywhere, the Soviet state had to solve complex problems: it was necessary to find material resources, select school premises and build new buildings, train an additional number of teachers, publish more textbooks, and solve many other practical issues. In rural areas and national regions of the USSR, difficulties were aggravated by the general cultural backwardness of the population and an acute shortage of educators.
Allocations for the needs of public education grew every year. By the end of the 1920s, in terms of the growth rate of allocations for the development of education, the USSR was ahead of all countries, although in terms of per capita spending it still lagged behind the most developed capitalist countries. Capital expenditure on the school in 1929/30 was more than 10 times higher than the appropriations for this purpose in 1925/26.
A major role in carrying out universal education was played by the People's Commissar of Education of the RSFSR A. S. Bubnov, who replaced A. V. Lunacharsky in this post in 1929. Bubnov, a professional revolutionary, was prepared for work in the People's Commissariat for Education by all his previous activities. The head of the department of agitation and propaganda of the Central Committee of the RCP (b), and then for five years the head of the political department of the Red Army, he had a broad party outlook and the abilities of a major organizer. He was a talented publicist, the author of military theoretical works, works on the history of the party, and works on problems of public education.
The Communist Party raised millions of people to develop school affairs. She attracted thousands of educators, employees, students, enthusiasts from among the workers and working peasants to the struggle for the introduction of universal education. Conducting universal education has become a truly national affair.
In July 1930, the Central Committee of the All-Union Communist Party of Bolsheviks decided to mobilize 1 thousand communists and 2 thousand Komsomol members to study at pedagogical universities. The Komsomol provided great assistance in the implementation of universal education. On July 30, 1930, the bureau of the Central Committee of the Komsomol adopted a special resolution on the patronage of the Komsomol over universal compulsory primary education. The Komsomol initiated the creation of monetary funds for poor children and holding clean-up days for this purpose. In 1930/31, youth subbotniks gave the school 10 million rubles.
The Central Committee of the All-Union Communist Party of Bolsheviks, in its resolution of February 21, 1931, “On the course of universal primary education,” noted with satisfaction that at the beginning of 1931, up to 14 million students were already enrolled in four-year schools (instead of 11.5 million in the previous year ), that over 60 thousand new teachers have been sent to schools, and in industrial cities and workers' settlements, the transition of universal education to the seven-year basis has been carried out.
The greatest successes in organizing universal education were achieved in the Moscow, Leningrad, Central Black Earth and Western regions, Nizhny Novgorod and North Caucasus territories. Serious changes took place in national republics. In the Kabardian Autonomous Region, in the first year of universal education primary school 96.2% of school-age children were covered. The number of students in primary schools in Azerbaijan increased more than 5 times in 1930/31 compared to pre-revolutionary times. By the summer of 1931, compulsory primary education had been introduced in many major cities Ukraine, Belarus, TSFSR, Kazakhstan, Tajikistan and other republics.
Class-hostile elements, primarily the kulaks and the reactionary clergy, launched a vicious agitation against the law on universal education (as well as against the educational program), directing the main blow against the teaching profession (mainly against its party-Komsomol core). As of January 1, 1930, there were 12 cases of murder and 20 cases of injury to rural teachers.
The People's Commissariat of Justice of the RSFSR, in a directive to all local court and prosecutor's offices, indicated that an attempt on the life of enlightened social activists was a terrorist act. He
demanded that the perpetrators be brought to severe responsibility, including execution
Anti-Soviet actions by enemies could not stop the development of the struggle for the introduction of universal education.
At the end of 1932, the problem of introducing universal education in the USSR was basically solved. By this time, 98% of all children aged 8 to 11 years were enrolled in primary school (51.4% in 1927/28).
The struggle for universal education is characterized not only by a huge increase in the number of students, but also by a change in the content of teaching, the search for the most effective means training. At the same time, however, mistakes were also made, which the party persistently helped to overcome. The struggle had to be waged, in particular, against “leftist” innovations in pedagogy, which led to disorganization of the educational process (denial of the leading role of the teacher in school education, abolition of fixed programs, lessons, etc.).
In the early 1930s, there was a need to radically change the content of school work. These changes were determined by the decisions of the Central Committee of the All-Union Communist Party of Bolsheviks “On the initial and high school"(September 5, 1931), "On the work of the pioneer organization" (April 21, 1932), "On curriculum and regime in primary and secondary schools" (August 25, 1932).
The school established a strictly defined schedule of classes, introduced internal rules that regulated educational and community work schoolchildren. The main form of organizing the educational process was the lesson. The People's Commissariat for Education prepared and published stable textbooks and teaching aids in mass circulation, including in the languages of the peoples of the USSR. The Party Central Committee also drew attention to the need for radical revision school programs to ensure students’ strong and systematic assimilation of the fundamentals of science, and to bring learning closer to production.
An important contribution to the development of pedagogy in those years was made by the largest organizers of public education A.V. Lunacharsky, A.S. Bubnov, as well as talented teachers A.S. Makarenko, P.P. Blonsky, S.T. Shatsky, who combined qualities of skilled practitioners and gifted theorists. The pedagogical works of N.K. Krupskaya, who from the first years of October devoted all her strength and versatile knowledge to the construction of a new school, were widely known among educators.