Methodical class: CHARTERS OF THE ARMED FORCES-HISTORY AND MODERNITY

The abolition of serfdom in 1861 and the development of capitalist relations in Russia necessitated changes in the system of recruitment and education in the Russian army. Therefore, in 1874, a decree was adopted on the introduction of universal military service while reducing the service life of ordinary personnel. Now this period was 15 years. Moreover, 6 years were allocated to active service and 9 years of being in the reserve.

At the same time, "A decree is issued on the complete abolition for the lower military ranks of the military land department of driving through the ranks and punishing spitsrutenami and on a significant change for these ranks of all corporal punishment in general."

It should be noted that in 1863, along with other charters, for the first time a separate document appears "Regulations on Disciplinary Penalties", which was revised by the order of the Military Department of 1869 "in connection with the accumulated experience of their application" and became an independent Disciplinary Charter.

The characteristic features of this charter include: a pronounced political orientation (military duty is primarily associated with the protection of the throne from external and internal enemies); a clear definition of military discipline, which was understood as " strict and accurate observance of the rules prescribed by military laws "; putting rites of honor in the first place in the duties of military personnel to observe military discipline that is, "respect for superiors and seniors in rank, both in service and out of service "; removing any responsibility from military personnel for the accurate and unquestioning execution of the order of the chief and assigning full responsibility for the consequences of executing the order to the person who gave it. The charter set out requirements for the nature of the relationship between a superior and a subordinate in the spirit of Russian national traditions ("to be fair, to take care of the welfare of subordinates in a fatherly way, to understand their needs, to be their adviser and leader when necessary, to avoid inappropriate severity", etc.), and at the same time defined a severe system of punishments, having a differentiated character in case of actual disenfranchisement of the rank and file. The document gave a significant place to various types of arrests and the procedure for their imposition.

Despite a number of progressive ideas, in general this charter was developed as a tool of "pedagogy of coercion". Twenty years of experience in the application of this charter required clarification of a number of its provisions, which were implemented in 1889.

In the explanations to the Disciplinary Charter, it was noted that the main "basis of military discipline is:" first, knowledge of its requirements and, secondly, conscious, reasonable strict compliance with them, first of all by superiors, and then by subordinates." It was emphasized that "discipline based on strict legality, conscious and conscientious performance of their duty, can exist only in such an army in which military personnel have reached the necessary degree of moral and mental development. Therefore, the main task of educating the troops is the moral and mental development of each serviceman."

It was further noted that " the spirit of society of officers, their moral behavior and the degree of diligence in service always has an irresistible influence on the spirit of soldiers. The officer should always keep this in mind and, while setting an example to his subordinates in everything, strictly refrain, especially in their presence, from doing bad things. An officer should remember that the better he performs his duties in relation to the senior, the more he acquires the right to obey the younger ones."

The charter required a mandatory understanding that "the first time of service of a recruit is the most important epoch in his life, the first impressions and first examples most influence the subsequent attitude to service." "Idleness between recruits should not be allowed, but the classes themselves should be varied as much as possible, training people to work only gradually," the charter noted.

These thoughts echoed the ideas of M. I. Dragomirov, set out by him in the" Textbook of Tactics " and a number of orders, instructions and instructions. In particular, he noted that education is the main component of a holistic life.

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a system of training military personnel, the ultimate goal of which is to form "a real soldier from a recruit, without breaking a person in him ", that "in life education is not separated from education, but they are conducted jointly", but should be organized so that "in the life of a soldier, in his classes, in service, finally, in the life of a soldier, in the life of a soldier, in the qualities given out by upbringing prevailed over those given by education."

Being convinced that the most important of all elements in war is a person, Mikhail Ivanovich insisted that the most important of the human properties that ensure victory in battle is spiritual and moral energy. In his opinion, it includes: loyalty to the Motherland to the point of self-sacrifice; high discipline; faith in the inviolability (sanctity) of orders; courage (determination and intrepidity); readiness to bear labor, cold, hunger and all the needs of a soldier without a murmur; a sense of mutual revenue (camaraderie) and initiative (private initiative). Chief among these qualities, the famous commander called a sense of patriotism, loyalty to his Homeland.

For the development of spiritual and moral energy, Mikhail Ivanovich suggested: to educate a recruit, based on the fact that "special properties inherent in a soldier will appear in a recruit only after some hard work with him"; to make demands on the soldier in such a way that they are appropriate, " avoiding verbal hobbies and not explaining what is self-evident." self-evident "; demand persistently, since "a demanding boss also performs heavy service without a murmur - out of habit, it does not even seem heavy, and for someone who is demanding only periodically, or accidentally, even low requirements cause a murmur of severity"; never humiliate the soldier in treatment, relationships with him build only on the basis of the law; along with moral explanations, organize the soldier's life in such a way that it "does not exhaust or tear his physical strength, that is: a) feed the soldier well; b) do not harass him in stupid work; c) provide two nights out of every three for a full - blooded sleep, except for special conditions of service; d) gradually involve in the work, without breaking his strength "; be the most firm in the foundations that you are trying to"root in the soldier". "Turning a recruit into a soldier without breaking a person in him is not an easy task," wrote M.I. Dragomirov. "It requires a considerable exertion of all the powers of an officer... and only those who have devoted themselves to this work and decided to serve it can faithfully fulfill it... for conscience ' sake; if all this is not present, then it is better to give up the matter and take off your military uniform; it will undoubtedly only be better for everyone: and it will be more honest... "remember that" the people who will be entrusted to your care cannot apply to you, and you must apply to them. In this sense, infinite tolerance and leniency will be required of you." The more " warmth, concern, and patience an officer has, the easier it will be for him to find access to the soldier's heart and mind." Mikhail Ivanovich appealed to officers, especially young ones: "Gentlemen officers. Share with the soldier the hardships and hardships in peacetime, when the service pushes you together, if you want him to be your heart and soul in wartime: a soldier does not spare himself only for the officer who does not spare himself in the service"; " be able to establish your relations with the soldier so that they contribute to the cause education... without turning to the desire for excessive popularity, or to excessive severity, or to excessive accessibility. Popularizing, as false, is unworthy of an officer's rank; excessive severity distances the soldier from the officer; excessive accessibility... turns into a fraternity, from which the crime is quite close, " the famous teacher noted.

If the officer follows these recommendations, he will be close to the soldier and the soldier will trust such an officer without limit. "In peacetime," Mikhail Ivanovich wrote, " this closeness of the officer to the soldier will ensure the correct upbringing of the latter... In wartime, this closeness will serve as an internal bond in the army that will make its self-sacrifice unlimited; an army in which the officer enjoys the confidence of the soldier has on its side such an advantage that can not be acquired either by numbers, or by perfection of technology, or by anything else; this is the highest degree of perfection of the army organism.".

Unfortunately, these ideas are not widely used in the practice of educating military personnel. At the beginning of the XX century, in 1910, a new Disciplinary Charter and the Internal Service Charter were published. During this period, tsarism was frightened by the revolutionary movement of the masses and the possibility of penetration of revolutionary ideas into the army, which affected the content of the charter documents. Carrot and stick were the main means by which tsarism tried to keep the army on its side.

In particular, the Disciplinary Charter included a provision stating that if there were actions related to violations of public peace or indignation among military personnel, the chief was obliged to "force those who did not fulfill their duty to obey by force or weapons."

The charter included information from military criminal laws: for military crimes, hard labor or the death penalty was provided for, with the deprivation of all rights to the state, class rank, ranks, orders, certificates in science, family and property rights, etc. In addition, the marriage was also dissolved if the wife and children did not want to follow the exiled person, and parental authority was also terminated.

In the Charter of the internal service, from the point of view of pedagogy, the most interesting are: the model of the" military rank " of the Russian army of that time and the duties of superiors of various ranks to educate subordinates. A soldier was required to " show patriotic feelings for the Sovereign and the Fatherland, professionally master a military specialty, be brave, executive, clean, protect the military comradeship, treat superiors with respect, and always have a military appearance."

It was the responsibility of supervisors to ensure the formation of these qualities. The main methods were called: personal example, justice, exactingness, fatherly care for subordinates, studying their individual characteristics, intensive individual and collective training of military personnel.

Summing up the above, we note that by the beginning of the XX century, the charters of the Russian imperial Army reflected a fairly coherent system of views on the problem of educating military personnel. However, it was not possible to realize the educational potential inherent in them because of the social antagonisms that were inherent in Russian society. In addition, at that time there was practically no mechanism for implementing advanced pedagogical ideas on a large scale.

Colonel Anatoly SHARUKHIN, Doctor of Pedagogical Sciences

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