School attendance for Russian Mennonite boys and girls aged (6)7 to 14 was obligatory. The attendance lists, for example, are keys that have unblocked many a genealogical impasse (note 1). But an understanding of the developments in the Mennonite schools as such is also indispensable for the stories of those families, their villages and of Mennonites in their context.
In short, the momentum of school reform did not abate with Johann Cornies’ death in 1848. However we soon enter a period of “archival darkness.”
Only a few pieces exist from this era which I have transcribed (more below;
see selected pics).
As we know, education in the Mennonite colonies happened
from the outset, but was largely dismal or at least very uneven (note 2). This
changed when the Guardianship Committee for Foreign Colonists gave oversight of
Molotschna’s schools to the powerful Agricultural Society and Cornies, its
chairman for life in 1843. Many a school was reconstructed to become roomier
and brighter, and was better equipped and maintained. Village teachers too were
better resourced, with a more uniform curriculum and schedule. While there was
no formal pedagogical training, teaching apprenticeships became common, and
participation in monthly seminars for professional development required.
After Cornies’ death, his son-in-law Philipp Wiebe took on
the role until 1855. Wiebe aimed to ensure that a teacher was paid “so that he
can live properly, feed himself without being anxious, clothe himself properly
and keep himself warm,” that is, without the need of taking on a second job (note
3). Teachers’ stature rose in the community: they were to be well-dressed and
lead exemplary lives, but hardly any had pedagogical training. “We lacked an
appropriate educational institution, a teacher training college. If education
is to flourish, the teacher must have had the opportunity to train as a
pedagogue. … Our central schools of the forties and fifties could not fully
satisfy this need” (note 4).
When Wiebe resigned in 1855 for health reasons, Cornies’
brother David became chairman of the “Molotschna Society for the Advancement of
Schools” (under the Agricultural Society chair) followed in 1862 by the wealthy
Steinbach estate owner Peter Schmidt.
While Braun can confirm that both were faithful, enlightened
promoters of education, “there is little material in archives from the [David]
Cornies – Schmidt period,” that is, until the 1869 creation of the “Molotschna
Board of Education.”
The Peter J. Braun Archive however includes a few records--in
particular correspondence related to the examination of teacher candidates
which I have tried to transcribe (note 5).
The “Molotschna Society for the Advancement of Schools”
deliberated on regulations concerning the examination of teacher candidates. The
conference of church elders and ministers also had a role in the examination.
The exam itself, as far as can be ascertained, consisted of biblical history,
reading, spelling, and arithmetic. Russian language competency was not yet
required. A commission of two church leaders and two educational leaders
reported the results of the examination to the Society with the signatures of
all members present. Here is a sample:
“As a result of today's examination of the eight school
teacher candidates, we hereby report to the Society that three of them, namely Heinrich
Gooßen from Marienthal, Johann Esau from Halbstadt, and Peter Dyck from Muntau--who
has really worked on his knowledge since his first examination, and should be
given preference in our opinion--will try to improve themselves more and more,
and should be accepted for which we wish them the Lord's richest blessing and
His grace from the bottom of our hearts.
The others are so weak in every respect that there is little
hope for them. [my emphasis -ANF]
[Signed] Halbstadt, Jan. 23, 1863. August Lenzmann, Elder;
Dirk Warkentin, Elder; Gust. Rempel, District school teacher; B. Harder,
Teacher”
The society was intent to set and keep the bar high. Exams
were also held the next January:
“As a result of today's examination, we hereby report to the
association that the candidates Johann Unrau, Johann Bekker, Peter Löwen, Jakob
Nikkel, Martin Hübert and Peter Reimer, who appeared for examination, are still
rather weak in their knowledge; the first five however should be able to
advance with further training. However we strongly recommend that Martin Hübert
work to specifically improve his arithmetic skills; and we recommend that Peter
Reimer be directed to continue to work on all subject areas.
[Signed] Halbstadt, January 17, 1864; Church Elder Dirk
Warkentin; Church Elder Bernhard Peters; District Teacher Gust. Rempel; Teacher
B. Harder”
Jacob Nickel of Muntau wrote the Society that he would like
to be examined and take on a school in the next year "because I have felt
a drive to be a school teacher within me for several years."
Peter Löwen of Muntau, however wrote in November 1863 that he had prepared for 2 years in the Halbstadt Bezirksschule [Central school] and the desire to become a teacher has grown within him. He asks the Society to be offered a placement in one of the expected openings. Martin Hiebert, Neukirch, feels like he would like to teach, has expanded his knowledge and would like to be considered.
Peter Reimer of Tiegerweide wrote to Chairman Schmidt in
December 1863:
“Driven by desire and love for school matters, I am continue
to occupy myself with this collection. Although I am still lacking in higher
academics, I intend to attend the local school punctually until vacation time,
and will participate in the evening lessons by the local school teacher. I hope
with God's help, with diligence and activity, to acquire the necessary school
knowledge in all subjects by the time of the examination. For this reason I
present the honourable Society with this humble request to give me permission
to offer assistance to a school (as teacher).”
Jacob Neufeld of Alexanderkrone who has not yet graduated
also asks for a school, but preferably one that is too large school. The folder
includes a list of those examined in 1864; Neufeld did not pass.
Peter Braun of Lichtfelde wrote the following to the chair
in November 1863:
“Most sincere request! Since I have had a desire and love
for schooling for several years, but have held back because of my poor level of
knowledge. This winter however I am apprenticing with my brother in Lichtfelde,
and I intend to perfect this, and I think that by Spring of 1864 I will have
come so far as to be able to serve a small or medium-sized village school with
God's help. I turn to the honourable Society with the request that, after prior
examination, you will help me so that I can take on a school position." (Marginal note: "Zurückgeblieben" [did not proceed]).
From Münsterberg Jacob Heidebrecht wrote the Society that
his family situation had changed and he believes that he is now able to take on
the role of a teacher. Johann Becker, Franzthal, seeks the same, and promises
that he will study and learn more.
The folder also includes a request from the new Mennonite
settlements in Crimea, preferably someone connected to Gnadenfeld. Chairman
Peter Schmidt recommended Johann Unrau of Prangenau, who however declined:
"Regarding the letter I received from the Society concerning
the position of school teacher in Crimea, I would like to inform you that I
have decided not to take it on, because I feel in myself that I do not have
enough knowledge to take on the position of school teacher completely, and that
I would not yet be able to make much progress in Crimea because, as I said,
there are only few or almost no learned school teachers from whom I could
receive instruction.
So I also request from the Society to assist me all the more
in order to be able to take over a school position somewhere in the Molotschna
Colony, for which I will diligently strive with God's help to acquire the
knowledge still required for this purpose. This is the sincere wish of your
most devoted servant, Johann Unrau, Prangeneau, July 5 [1863]."
Gerhard Goossen wrote a short letter to Schmidt as well
indicating that he was no longer wanted as teacher in Fischau and asks the
Society chair for another placement (Nov. 1863).
The correspondence preserved from this era on educational matters suggests that the role
of teacher in the community was evolving into a desired, respectable community
role requiring application and some competency. The role was regulated and also
compensated fairly (more or less)—whereas in the pre-Cornies era this was not the case in
most villages.
---Arnold Neufeldt-Fast
---Notes---
Note 1: Cf. the Glenn H. Penner’s “Guide to the available
Molotschna Settlement School Registers,” https://www.mennonitegenealogy.com/russia/Molotschna_School_Lists_Guide.pdf.
Note 2: See previous posts,
Note 3: Peter J. Braun, Der Molotschnaer
Mennoniten-Schulrat, 1869–1919. Zum Gedenktag seines 50jährigen Bestehens,
edited by Wladimir Süss (Göttingen: Göttinger Arbeitskreis, 2001 [1920 manuscript]), 28. See also
idem, “The Educational System of the Mennonite Colonies in South Russia,” Mennonite
Quarterly Review 3, no. 3 (July 1929), 169–182; idem, “Education among the
Mennonites in Russia,” GAMEO, https://gameo.org/index.php?title=Education_Among_the_Mennonites_in_Russia.
See also Leonhard Froese, “Das pädagogische Kultursystem der mennonitischen
Siedlungsgruppe in Russland,” PhD dissertation (University of Göttingen, 1949).
See also idem, “Schulwesen der Mennoniten in Rußland,” Mennonitisches Lexikon,
Bd. 4, ed. Gerhard Hein et al. (Baden: Schneider, 1967), 109-114; 111.
Note 4: Abraham Görz, Die Schulen in den Mennoniten-Kolonien
an der Molotschna im südlichen Russland (Berdjansk: Molotschner
Mennoniten-Kirchenkonvent 1882), 5f., https://media.chortitza.org/pdf/?file=Pis/Goerz.pdf.
Note 5: File 1961, “Society for Advancement of Schools: Reports and Correspondence, 1863-64,” Peter J. Braun Russian Mennonite Archive, 1803-1920. Robarts Library, University of Toronto. All of the correspondence noted in this post are transcribed and translated from this file the author --ANF.
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