Church and School in the Ural Orthodox Parishes of the Second Half of the 19th Century (Based on Church Parish Chronicle)

The importance of regional development issues today, including in terms of interaction between schools and the Church, determines the relevance of turning to the history of the development of school education in the context of the culture of the Southern Urals. This study aims to trace the specificities of such interaction in the region's mining and metallurgical zone using the example of unique chronicle sources: two church parish chronicles from the second half of the 19th century, created at the Miass (Petropavlovsk-Miass) copper smelter and its environs. Thus, the research materials included the Miass smelter chronicle and the Kundravino Chronicle. The objectives of the study were as follows: (1) to describe the unique chronicle collections in terms of their specific features; (2) to establish on the basis of these sources the dynamics of the development of school education in the given territories; (3) to characterize the specific types of participation of the Church in addressing issues of education and enlightenment; (4) to identify the role of priests in the development of education, and to trace their personal contribution to the education of students in both parochial and secular schools; (5) to clarify the features of the interpretation of education-related vocabulary in the chronicles. The theoretical and methodological framework of the study is based on the principles of historicism and systematicity, and applies an integrated approach that combines religious studies and semiotics. The research uses discourse analysis, the biographical method, and the techniques of intellectual history (history of concepts). As a result of studying the chronicles, the main directions of priests' activities in the development of school and professional education are identified. Conclusions: 1. The chronicles are unique because the compilers had a direct relationship with church structures: statistical data are given in the texts on a systematic year-by-year basis, along with the chronicler's (appointed scribe's) assessments of the reasons for changes in certain indicators (growth or decrease in the number of schools, students, and teachers); 2. Positive dynamics in the development of school and vocational education during the studied period is established; 3. The Church actively participated in the work not only of parochial schools but also of other types of schools; 4. Priests managed educational institutions, held discussions with students and their parents, participated in the organization of libraries and other centers of cultural life; 5. The educational vocabulary present in the chronicles is more differentiated compared to modern vocabulary.

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