After the death of Peter I, the army was led by Field Marshal Minich, who strongly implanted the Prussian system of education. In 1731, the Russian army introduced Prussian regulations, translated into Russian: "Infantry exercise "and"Cuirassier exercise". They were dedicated to the drill of troops and required the soldier to blindly obey his superiors.

The introduction of Prussian regulations had a negative impact on the development of the Russian army. The results of the Seven Years ' War (1756-1763) showed the failure of training and education of Russian troops on the Prussian model. Therefore, the "Infantry Drill Regulations" and the "Regulations of the military Equestrian Exercise" issued in 1763 were already very different from the regulations of the Minich. At the same time, no great progress has been made in pedagogy. The regulations focused on the fact that the soldier "did not tremble during the exercise, did not move his head, did not look forward or back, listened attentively to commands, executed them with agility and cheerfulness ... and did not think about anything else, but only about the execution of the orders spoken from the commander." Therefore, after their adoption, various kinds of instructions, instructions, and instructions began to appear in the troops, which contained many advanced pedagogical ideas.

In particular, in December 1764, the "Instruction of the infantry regiment to the colonel with the application of forms, states and timesheets" was published, which noted that the colonel was obliged to make "decent" orders, which "must be executed without question and without negotiations"; to have "frank and pleasant treatment" with officers; to take care of unity of command on the observance of justice in the promotion of officers, personally studying the advantages and disadvantages of each of them, "encourage" officers to "diligently perform their duties", carefully monitor that each soldier receives the required allowance; patiently deal with complaints; regularly check the readiness of subordinates for combat operations; try to maintain the honor of their regiment.

Almost at the same time, A.V. Suvorov wrote the "Regimental Institution", which became the guiding document for organizing educational work in the Suzdal regiment, which he commanded from 1763 to 1768. In it, the great commander insisted that the main educational factor for a soldier is a well-organized and intensively proceeding combat training, that first of all it is necessary to achieve the soldier's obedience and on this basis form all other qualities, that the company is the main link where the educational process directly takes place.

A. V. Suvorov warned that idleness is the root of all evil, especially for a military man." On the contrary, "constant industry leads every man to the knowledge of his position, and nothing puts a soldier in better order than his skill in exercise." To this end, " he must be trained in this subtlety, and in the beginning he must know the gentlemen of the officers very well and be able to show them, so that, avoiding idleness,he may bear witness to his subordinates in due time... and without exhaustion, they could teach in detail, so that this exercise generally served as fun for everyone..."

In the section "About the position of a company commander", he wrote: "All the firmness of military rule is based on obedience, which must be kept holy... From obedience will be born a respectful and easy observance of each person's position in perfection; and in this the whole military order is completed."

A.V. Suvorov developed detailed duties of the company commander when carrying out work on the education of subordinates. So, "the company commander, as the head of the company, for any disorder in it, self-will and weakening, answers to the regimental commander alone. He has true love for his subordinates, cares for their comfort and pleasure, keeps them in strict military obedience and teaches them everything that belongs to their position."

It should be noted that after

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"Regimental institution" published many other orders, orders, instructions on the problem of education. But the central place among them, undoubtedly, is given to Suvorov's "Science of Winning", which in its purpose and form is an instruction not so much on drill and tactical training, but on the military education of troops.

As a basis for the development of his educational system, Alexander Vasilyevich raised the question of the ratio of two main factors-a person and a weapon - in achieving victory. Of these, preference was undoubtedly given to humans. Relying on the national traits of the Russian soldier, Suvorov sought to develop in his subordinates, first of all, such qualities as consciousness, initiative, resourcefulness, quick wit, responsibility, high physical endurance, which would ensure moral and psychological superiority over the enemy. He paid special attention to the education of humanity: "Drive! Koli! Give the rest of us mercy. It's a sin to kill in vain, they are the same people. Do not offend the philistine: he gives us water and food. A soldier is not a bandit!.. No less a weapon to defeat the enemy is humanity." All the qualities that were incompatible with Suvorov's requirements for a soldier and an officer: stupidity, lack of initiative, fear of responsibility, indifference, official attitude to business, etc., he combined into a collective type of "ignoramus", which he considered an ulcer for the army. "For" not knowing anything" to an officer-arrest, and to a staff officer from a senior staff officer-apartment arrest."

Suvorov was characterized by concern for the soldier and his health. "Who does not protect people, the officer - arrest, and the non-commissioned officer and lance corporal-sticks, and sticks himself, who does not protect himself... Be afraid of the poorhouse (hospital)... You have nuts, herbs, and ants in your artels. Soldier of the roads! Take care of your health! Clean your stomach if it gets clogged: Hunger is the best medicine... In a fever, do not eat anything for at least 12 days, but drink soldier's kvass: that's the medicine. And in a fever, do not drink, do not eat: otherwise a fine!" We must not forget about the rest of people: "Do not stop, walk, play, sing songs... music gremi! In anticipation of a big halt - porridge carts forward, and by the time the infantry arrives, dinner should be ready!"

The impact of A. V. Suvorov's personality on the mass of soldiers was extremely strong. He instilled in the soldiers self-confidence, a sense of invincibility, superiority over any opponent, did not give them the opportunity to focus their thoughts on difficulties or dangers. He called the heavy soldier's pack "wind"; his platoon does not rise from a halt, but "jumps up, puts on" winds", runs forward"; columns" fly "over the walls to the rampart; soldiers" jump " over the rampart.

Suvorov's language is imaginative, well-aimed, with elements of the vernacular. "The master's case is afraid... For a scientist, three non-scientists are given. Three isn't enough for us! Give us six! Give me ten for one! Chain of command. An exercise. Obedience. Training. Discipline. Military order (military order). Purity. Health. Neatness. Cheerfulness. Courage. Victory! Glory! Glory! Glory!" - these are the key elements of the Suvorov system of education.

The military-pedagogical system of Suvorov was in contradiction with the existing social relations of the autocratic-serf system and therefore had no chance of becoming the dominant, officially accepted school of the Russian army. But this period was not a fruitless rise of Russian progressive pedagogical thought. In addition to the Suvorov "Regimental institution", as well as "Science to win" appear in 1770 "Rite of Service" by P. Rumyantsev and in 1774 "Instructions to company commanders" by Count Vorontsov.

P. Rumyantsev's development of an extensive manual called "Rite of Service" was caused by the imperfection of existing statutes. Despite the fact that the charters were issued shortly before, they did not give clear and detailed instructions either in terms of organizing internal, garrison and field service, or in terms of educating the soldier. Therefore, in 1788 ,the "Rite of Service" was extended to the entire army as a mandatory charter.

"All success," wrote P. Rumyantsev, " depends on good order, obedience, and equal service... Gentlemen of the regimental and company commanders should diligently try to bring their subordinates, and especially the lower ranks, into a state corresponding to military people, that is, into a respectable life, polite treatment and cleanliness... The soldier and cavalryman should be trained with all the details, but at the same time with meekness and each one in particular...

Commanders and officers, and especially non-commissioned officers, must answer for those who have left their platoons without permission... So that the soldiers do not commit robberies, they should be fined with a deduction of monetary maintenance..."

P. Rumyantsev paid special attention to taking care of the soldier and strengthening discipline: "No one deserves contempt more than a non-sick soldier, about whose benefits all ranks are generally obliged to have an opinion. But if a soldier is ill, then it is necessary to look at them especially... Provide them with good food and maintenance..."

Count Vorontsov's "Instruction" to company commanders is of considerable interest for studying the problem of educating military personnel. It notes that first of all it is necessary to achieve subordination and obedience from subordinates, their observance of cleanliness and neatness, and this officer should be constantly engaged. The "instruction" forbade punishing the older ones before the younger ones.

Count Vorontsov demanded that young recruits be assigned "respectable grenadiers" who could teach them everything necessary "without the slightest severity." At the same time, the process of their training and upbringing should be constantly monitored by the commander, and all officers and sergeants of the company should take part in it.

The duty of the company commander was: "to excite diligence" and "hunt for service and indecent officers; to behave with soldiers like a father with children"; to ensure that he "as the head of the company" was not only feared, but also revered, loved, and also had the fullest confidence in him: "to mark and mark the future of the company". to love the good", "to exhort the dishonest" by guiding them with advice, and "to punish the mercies of the unworthy".

However, in the era of the reign of Paul I - an adherent of the Prussian military system - progressive ideas in training and education were not in demand. Under him, in 1796, new charters were introduced: the Charter on field infantry service; the Charter on field cavalry service, the Charter on field Hussar service. They were a reworking of the Prussian regulations and were aimed at killing any independence in the soldier and making him a blind instrument of obedience. They tried to give the "mean and awkward peasant" a " military stance and bearing." In the first place, not combat training is put forward, but watch - parade. All free time from

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it is subject to cleaning weapons and ammunition, braiding braids, etc. In the army, there is rudeness, humiliation of the dignity of the soldier's personality, cruelty. The imposition of penalties is not regulated by any documents. The fate of a soldier, according to those regulations, depends entirely on the discretion of the chief.

Time has shown that the statutes issued by Paul I were not suitable in the conditions of war with Napoleon. Therefore, in 1809, the "School recruit and Soldier" was published, and in 1811 "Company Exercises". In the same year, they were merged into the "Military Charter on Infantry Service". However, it had its previous shortcomings.

But despite the dominance of the Prussian system in the army, advanced Russian military-pedagogical thought continued to persistently fight its way through appeals, instructions, orders, etc. For example, in 1808, the already mentioned Count Vorontsov compiled " Instructions to the officers of the Narva Infantry Regiment on the day of the battle." Later, by order of Bagration, it was addressed to the 2nd Western Army. It said: "An officer of bad and dissolute behavior in the regiment should not be tolerated. An officer should feel the full importance of his rank and that the actions and behavior of subordinates depend on it. When an officer has managed to gain the trust of his soldiers, then in business every word he says will be faithfully fulfilled and people will never leave him alone."

Similar ideas were also reflected in the orders of M. I. Kutuzov, P. I. Bagration, and other hero-commanders. However, they were not included in the charters of 1816 and 1820. And in general, their character in the first half of the XIX century in the pedagogical sense practically did not change. The main idea of these regulations was to suppress the soldier. For this purpose, appropriate "educational measures" were used. So, the garrison charter of 1843 allowed the punishment of a soldier with whips, spitzrutens, and rods. At the same time, in peacetime, it was allowed to deliver up to 6,000 strikes simultaneously, and in wartime - up to 12,000. For each punishment by Spitzruten, the service life was increased by 2 years.

But the ideas of progressive military pedagogy still made their way. The tendency of caring and fair treatment of soldiers was increasingly reflected in the developing system of education.

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