Tajikistan SSR USSR

Tajik Soviet Socialist Republic (Tajik SSR) (Taj. Republics of the Soviet Socialist Republic of Tokikiston, since 1989 - Yuchuria Shuraviya Socialist Republic of Tokikiston) - official name Tajikistan in the period from 1929 to 1991.

The Tajik ASSR was formed on October 14, 1924 as part of the Uzbek SSR; On October 16, 1929, it was transformed into the Tajik SSR; on December 5, 1929, it directly became part of the USSR. Located in the south-east. Central Asia. It borders on the west and north with the Uzbek SSR and the Kirghiz SSR, on the east with China, and on the south with Afghanistan. Area 143.1 thousand km2.
The capital is Dushanbe.

Industry

In the light and food industry accounted for over 60% of industrial production. The main branches of heavy industry are electric power, mining, non-ferrous metallurgy, mechanical engineering and metalworking, and the construction materials industry. The basis of the electric power industry was the following hydroelectric power stations: Nurek, Golovnaya, Baipazinskaya (on the Vakhsh), Kairakkumskaya (on the Syrdarya) and others. As of 1989, the following were under construction: Rogun hydroelectric power station, Sangtuda hydroelectric power station on the Vakhsh river. Large thermal power plants - in Dushanbe, Yavan. Brown coal (Shurab), oil (in the north and south of the republic), and natural gas (Vakhsh and Gissar valleys) were mined. Extraction and enrichment of non-ferrous and rare metal ores (lead, zinc, bismuth, antimony, mercury, tungsten, molybdenum), gold. Non-ferrous metallurgy (aluminum plant in Tursunzade, hydrometallurgical plant in Isfara and others). Mechanical engineering enterprises produced winding machines, agricultural machines, equipment for trade and public catering enterprises, textile, lighting equipment, transformers, household refrigerators, cables and others (the main center was Dushanbe). The chemical industry developed: nitrogen fertilizer plants in Kurgan-Tube, electrochemical plants in Yavan, plastics plants in Dushanbe and others. Main industries light industry: cotton ginning, silk, carpet weaving (Dushanbe, Leninabad, Kairakkum and others). In the food industry, the fruit-canning, oil-and-fat industries stood out.

Agriculture

In 1986, there were 299 state farms and 157 collective farms in the republic. Agricultural land amounted to 4.2 million hectares, of which:

arable land - 0.8 million hectares,
pastures - 3.2 million hectares.
Due to large irrigation works, the area of ​​irrigated land in 1986 reached 662 thousand hectares. Agriculture provided about 65% of gross output agriculture. The leading branch of agriculture is cotton growing (raw cotton harvested 922 thousand tons in 1986); developed in the Fergana, Vakhsh, Gissar valleys. Tajikistan is the country's main base for the production of fine-staple cotton. Tobacco, geranium, curly flax, and sesame were also cultivated. About 20% of the crops were occupied by grain crops (gross grain harvest - 246 thousand tons in 1986). Vegetables and melons were grown. Fruit growing (including citrus growing) and viticulture were developed. Meat and wool sheep breeding and meat and dairy cattle breeding. Livestock (as of 1987, in million heads): cattle - 1.4 (including cows - 0.6), sheep and goats - 3.2. Sericulture.

Transport

Operating length (as of 1986):
railways - 470 km,
roads - 13.2 thousand km (including hard surfaced - 11.6 thousand km).
Tajikistan was supplied with gas from Uzbekistan, Afghanistan (Kelif - Dushanbe gas pipeline), and from local gas fields.

Hymn

Chu dasti rus madad namud, barodarii halqi council ustuvor shud, sitorai khayoti mo sharorabor shud. Guzashtahoi purifti hori mo ba hilva omadandu dar diyori mo, diyori mo Mustaqil davlati tokikon barkaror shud. Ba holi tab daruni shab Sadoi radi davlati Lenin faro rasid Zi barqi bairakash siyoqi sitam parid Saodati govidon dar in zamin Zi party ba mo rasid, ba party sad ofarin Mardu ozoda moro chunin ӯ biparvarid. Shiori mo dihad sado: Barobari, barodari miyoni halki mo. Zi honadoni mo kase nameshava kudo, Yagonagiro ba khud sipar kunem Ba soi fathi communism safar kunem, safar kunem, Zinda bod mulki mo, halqi mo, Ittihodi mo.

Translation

The hand of Rus' for all centuries merged the entire Soviet people into a mighty family. Above us new destiny rises in the rays of dawn. We have once again set hearts on fire with ancient valor, Glory thunders everywhere. native land, native land. In the Tajik state, the Tajik will sing the anthem. We languished under the yoke of darkness. But Lenin’s call thundered with blessed thunder, The banner flashed like crimson lightning, piercing the darkness. Happy day, free labor, steely power Bringing us our dear Stalin, beloved leader, beloved leader. Like a father, he raised us, toughening us through labor and battle. We command our sons, like us, to defeat the dishonest enemy system with a formidable hand and to maintain eternal loyalty to their large family. Unity has become our fighting shield. We will defeat our enemies in all battles, we will win. Live forever, dear land, live forever, our dear Union!

TAJIK SSR, development of physical culture and sports. Before the Great October Socialist Revolution, Tajiks did not have their own national state. In the 13th century. the territory of Tajikistan was captured by the Mongols, and in the 16th century. it became part of the Bukhara Khanate. In the 80s XIX century The annexation of Tajikistan to Russia was completed. For a long time, Tajiks lived under national and feudal oppression.

In 1920, the rule of the emir was overthrown in Bukhara and the Bukhara People's Soviet Republic was formed. In 1924, the Tajik ASSR was formed as part of the Uzbek SSR, and at the end of 1929 Tajikistan was transformed into a union republic. To October Revolution The Tajik people did not have favorable conditions for the development of national culture, including physical culture. culture. National types of physical activity were also poorly developed. exercises and games.

After establishing Soviet power Classical sports gradually became widespread: athletics, gymnastics, sports games, etc. Despite heavy oppression, the Tajik people preserved, passing on from generation to generation, their favorite types of physical exercise. exercises: horse riding, gushtingiri wrestling, outdoor and sports games, which began to develop rapidly during the Soviet period. The concern of party, Komsomol and Soviet organizations about physical. education of the broad masses of the population caused the rapid growth of the physical education movement. In 1925, the Supreme Council of Physical Culture was created in the republic. In 1927, the first physical education clubs arose in Dushamba, Penjikent, Ura-Tyube and Kulyab. In the same year, 8 Tajiks were sent to Samarkand for courses for physical education workers, 40 Komsomol members were trained in 4-month courses. At the All-Uzbek Physical Culture Festival in 1927, the Tajik team took 1st place in shot put, high jump and long jump, 2nd place in grenade throwing, and 3rd place in discus throwing. The growth of the physical culture movement intensified after the formation of the Tajik SSR.

In 1929, in honor of the All-Tajik Congress of Soviets, a large physical education festival was held. His program included, along with national sports - horse racing and gushtingiri wrestling - athletics, basketball, football, small towns, shooting and mass gymnastic exercises. In the same year, the Dynamo society was organized. In 1930, the All-Russian Sports Federation of the Tajik SSR was created, as well as regional, city and district physical councils. culture. In Dushanbe, the Dynamo association equipped a sports ground, which was later turned into a stadium; another stadium was built by the construction trade union (now the Spartak stadium).

The introduction of the GTO complex in 1931 contributed to the further development of the physical education movement in the republic. Sports grounds were built in Leninabad, Kulyab, Kurgan-Tube. In 1932 large complex competitions took place. in athletics, volleyball, football and gushtingiri. In the same year, the First Chess Championship of the Republic took place. In 1934, the All-Tajik Spartakiad of Collective Farmers was held; in 1935, a bicycle race of 9 athletes took place from Dushanbe through the Karakum desert to Moscow. Since 1935, sports competitions for pioneers and schoolchildren have been held; in 1938, a high-mountain motorcycle rally along the route Dushanbe - Khorog - Dushanbe and the 2nd Republican Spartakiad of collective farmers took place. The Cup of the Tajik SSR in various sports is organized annually. Tens of thousands of people take part in hiking trips, cross-country races and relay races. In 1938, sports schools for gymnastics, weightlifting and boxing were created. Much work has been done in the republic to train public instructors.

In 1939, Y. Abramov translated a collection of outdoor games into Tajik, the publication of which contributed to the spread of Russian games among Tajik children. In the same year, the rules for Gushtingiri wrestling were published in Tajik. Since 1940, Gushtingiri wrestling has been included in the competition calendar. republic, which helped improve the skills of Tajik athletes in this sport, and also contributed to the growth of skills in other types. In the Tajik SSR, in the Pamirs, the ancient game of Chavgonbozi, close to grass hockey, has been preserved. The Chavgon players easily mastered field hockey and in 1955 successfully participated in an 8-city match in this game.

During the days of the Great Patriotic War, athletes of the Tajik SSR courageously defended the socialist Motherland at the front and carried out work on military physical training. preparation of reserves Soviet Army in the rear. After the war, the physical education movement in the republic expanded rapidly. Much attention was paid to training specialists in physics. culture. The Tajik Technical School of Physical Culture was opened in 1947, and the Faculty of Physics was opened in 1953. Education at the Dushanbe State Pedagogical Institute named after. T. G. Shevchenko, in 1957 the correspondence department of the Faculty of Physics was opened. education.

The expansion of the network of universities in the republic has created favorable conditions for the development of sports among students. Many good athletes were trained from among them. As of 1 Jan. 1960 in student groups of physics. There were 2,789 dischargers of culture, including 13 masters of sports and 175 athletes of the 1st category.

In the republic there are DSO "Tajikistan", "Dynamo", "Lokomotiv", "Labor Reserves", "Spartak", "Khosilot". Athletes of the Tajik SSR take part in various mass competitions. educational institutions, enterprises, collective farms and state farms. Sports are developing among children, students, and youth.

The Spartakiads of the peoples of the USSR greatly contributed to the expansion of the physical education movement in the republic. The 1st Spartakiad of the Peoples of the USSR in 1956 gave impetus to the development of new, previously uncultivated sports in the republic: rowing, water polo, fencing, freestyle wrestling, etc. At the 1st Spartakiad of the Peoples of the USSR, 389 people from the republic participated. Athletes from Tajikistan set 32 ​​republican, 1 all-Union and 1 world records. At the Second Spartakiad of the Peoples of the USSR, 379 athletes competed for the Tajikistan team, including 57 masters of sports. In rowing, water polo, diving and shooting, Tajik athletes took 9th place. Ibragim Khasanov became the USSR champion in rowing, Vitaly Dvigun took 2nd place in weightlifting, Alexey Garbuz and Grigory Panichkin took 3rd place in the competition. in athletics.

As of 1 Jan. In 1960, there were 1,362 physical teams in the republic. culture, uniting 133,438 people, including 56 masters of sports, 4 candidates for master of chess, 386 athletes of the first category. From sports facilities as of January 1. In 1960, the republic had 12 small stadiums, 16 summer swimming pools, 1,179 volleyball courts, 353 basketball courts, 9 tennis courts and 25 other sports grounds.

Sources:

1. Encyclopedic Dictionary of physical culture and sports. Volume 3. Ch. ed. - G.I. Kukushkin. M., "Physical education and sport", 1963. 423 p.

Presented with some abbreviations

The successes of cultural construction achieved during the 50 years of Soviet power in the former national outskirts of Tsarist Russia are striking.
According to the 1897 census, only 3% of Tajiks were literate. "Literate and educated people in pre-revolutionary Tajikistan were as rare as fruit trees in the saline desert,” wrote the founder of Tajik Soviet literature S. Aini.
Muslim religious schools - Maktab and Madras - in their class essence were alien to the working people, and their influence on the development of the culture of the people was very weak.
Education also had a religious-scholastic character in the so-called new method and Russian-native schools that appeared at the beginning of the 20th century. Mostly the children of merchants, lords, and officials studied in these schools. There were very few schools. From 1894 to 1917, for example, only 19 people graduated from the Russian-native school in Khojent (now Leninabad).
During the years of Soviet power, the Tajik people, with the help of fraternal peoples Soviet Union put an end to the difficult legacy of the past - cultural backwardness and illiteracy.
Before the Great October Socialist Revolution in Tajikistan (according to the 1911 census) there were only 10 primary schools, in which 369 children studied. In 1965/66 academic year at 2509 secondary schools There were 551,687 students in the Tajik SSR.
Already in the first decade of the existence of the Soviet socialist state, enormous efforts were made to develop education in the republic. In 1925-1926 “Fortnight of Education” and “Month of Education” were held, which resulted in the construction of 75 school buildings and the renovation of 38 schools. During these years, the network of schools and student populations grew rapidly. In the 1925/26 academic year in Tajikistan there were already 121 primary, 2 seven-year and 2 secondary schools, in which 265 teachers worked and 6,054 schoolchildren studied.
The First Founding All-Tajik Congress of Soviets (December 1926) recognized the primary task of cultural construction to be the elimination of illiteracy among the population.
Was created Emergency Commission educational program, and then a large voluntary society “Down with illiteracy!” In a short time, an army of enthusiastic cult members was organized. The word “culturalist” entered the history of public education as a symbol of the selfless struggle against darkness, illiteracy, and ignorance.
Despite the acute shortage of teaching staff and the difficulties of the recovery period, the number of literacy schools increased from 63 in the 1925/26 academic year to 314 in the 1928/29 academic year, and the number of students in them increased from 1,450 to 8,400 people. In 1932, 135,976 people were already studying in schools and educational courses. By the end of this year, almost 30% of the republic's population had learned to read and write.
The problem of eliminating illiteracy among women was very difficult. Here the women themselves were very active. Overcoming age-old prejudices, they studied both in educational schools for women specially created for them, as well as in general (mixed) schools and courses.
Typical in this regard life path Mastury Avezova. In 1926, M. Avezova began studying at an educational school and shed her burqa, then she graduated from the sericulture technical school and was one of the organizers of the Leninabad silk factory. In 1934, Mastura led the trade union organization of this plant, and in 1936 she became a member of the government of the republic. The same happened to the fate of one of the first organizers of collective farms in Tajikistan, Gavkhar Sharipova, who then worked for many years in the state apparatus of the republic.
One of the first Tajik teachers, Bakhri Tairova, experienced many hardships and hardships in her childhood and youth. Under a burqa, she ran to educational courses, learned to read and write, listened to conversations about women's rights and Soviet laws. In 1927, B.Z. Tairova shed her burqa and graduated from a pedagogical college. Dozens of women from Tajikistan, who have now become engineers, doctors, teachers, and artists, studied with Bakhri Zairovna.
Tajik women did not just learn to read and write. They joined the fight for a new life.
Personal pensioner Gulnora Yusupova, recalling the distant twenties, the time when she learned the first letters of the alphabet at educational school and heard about the first laws of Soviet power, says: “Of course, literacy is a big thing, but that’s not the only reason why the memory is so warm about that tent where the educational club worked in the evenings. There, for the first time, I and 27 others like me realized that under Soviet power we became equal people, that now our power is the power of the people. We took off our burqas and began to look at people openly and proudly. That’s why the memory of the educational program is dear to me.”
The history of the struggle to eliminate illiteracy among the population, including women, has preserved the names of the true heroes of the cultural front.
98 Tajik women were taught to read and write by Zebi Makabilova, a 14-year-old girl who led two educational groups.
The best of the best in Tajikistan were the cultural member of the village of Sary-Assia Kamilov, the Komsomol teacher Mavasheva, and the teachers of the Tajik support school in Dushanbe Karimova and Kameeva.
By 1939, the problem of eliminating illiteracy in the republic had been largely solved - 82.8% of the total population, including 77.5% of women in Tajikistan, learned to read and write. Work to complete the eradication of illiteracy continued actively in subsequent years.
By the end of the fifties, this difficult legacy of the past was completely overcome. According to the 1959 census, 96.2% of Tajikistan's population aged 9 to 49 was literate. Literacy among women reached 94.6%. The organization of preschool children's institutions was of particular importance in the republic. Kindergartens, nurseries, and playgrounds were supposed to create conditions for women-mothers to actively participate in production, in social and political life.
The first kindergartens and nurseries began to be created in Tajikistan in 1929. In 1932, there were 32 kindergartens in the republic, where 1,662 children were educated. During the Great Patriotic War, despite the difficulties, the network of preschool institutions grew. If in 1940, 3,117 children were educated in 103 kindergartens and nurseries, then by the end of the war the number of kindergartens and nurseries increased to 183, and the number of pupils in them - to 9,252.
In the 1965/66 academic year, 1 thousand preschool institutions operated in the Tajik SSR, with 47,460 pupils. Simultaneously with the increase in the number of stationary kindergartens and nurseries, seasonal playgrounds, organized mainly by collective farms with the help of public education departments, became widespread.
One of the most important steps of the Cultural Revolution was the implementation of universal compulsory education for children.
The First Constituent All-Tajik Congress of Soviets adopted the Declaration on the universal education of working people's children. The implementation of universal education in the republic was fraught with serious difficulties. Intensified class struggle, fierce resistance from the clergy, and widespread religious relics among the people hampered the development of the school. Systematic work to implement universal primary education unfolded in the republic after the decisions of the XVI Congress and a special resolution of the Central Committee of the All-Union Communist Party of Bolsheviks of August 14, 1930 “On universal compulsory primary education.”
To guide the work on implementing universal education, a republican Committee for the Promotion of Universal Education was created, which included representatives of the People's Commissariats, the collective farm center, trade unions, and the Komsomol. Commissions for universal education were also created under local Soviets.
Every year, the preparation of schools for classes was carried out as a major socio-political campaign. Mass Sundays were organized to repair schools, provide them with fuel, and manufacture educational equipment. Each district had an operational plan for universal education. In every village, collective farm, state farm, district, city, a careful accounting of children and adolescents subject to education was carried out.
Particular attention was paid to involving Tajik girls in schools. In the 1933/34 school year, 42,230 indigenous girls were studying in schools, while in the 1928/29 school year there were only 110.
The completion of universal primary education and the expansion of seven-year and secondary education required the training of a large number of teachers, the construction of new schools, the publication of textbooks and visual aids. From year to year, allocations for the needs of public education grew. If in 1929 they amounted to 12.3 million rubles, then in 1932 this amount increased to 19.9 million rubles, and in 1941 - to 326.3 million rubles (on the old price scale).
From the first days of the establishment of Soviet power, children were given the opportunity to study in native language. At the same time, the principle of voluntariness in choosing the language of instruction was strictly observed. Already in 1927, there were 165 schools in Tajikistan with Tajik as the language of instruction, and 59 with Uzbek. There were also schools teaching in Kyrgyz, Turkmen and Kazakh languages.
In May 1940, the session of the Supreme Council of the Tajik SSR adopted, after a large preparatory work, Law on the translation of Tajik writing from the Latinized alphabet to an alphabet based on Russian graphics. The draft of the new alphabet was approved by government decree on May 21, 1940. This created more favorable opportunities for introducing the Tajik people to the rich culture of the Russian people.
The war imposed on our country by Nazi Germany caused enormous damage to the country's economy and slowed down the pace of cultural construction. But even in difficult wartime conditions, the issue of universal education was not removed from the agenda. Public education authorities and school leaders, with the active participation of the public, fought for all students to attend school.
In order to prevent students from dropping out of schools, universal education funds were created. Those in need received free hot breakfasts. Children's clothing and shoes were repaired free of charge in specially organized workshops. Boarding schools were created at the secondary schools of the republic. In 1945, 1,368 students were fully supported by the state in 21 boarding schools.
During these years, the involvement of students in productive work on collective and state farms, in the repair of school buildings and school equipment, and in the procurement of fuel for schools, became widespread in these years. In order to prepare for work on collective and state farms, special agricultural training courses were organized in schools, where over 30 thousand high school students were trained in the 1941/42 academic year alone.
At the end of the Great Patriotic War, the Soviet Union outlined a grandiose program for the restoration and development of the country's national economy. Issues of cultural construction and the development of public education occupied a significant place in this program. In implementing this program, the republic's public education workers, with the active help of the entire public, achieved considerable success, which made it possible to begin implementing universal seven-year education for children in the 1949/50 school year.
In the 1954/55 academic year, there were 2,530 schools in the Tajik SSR, including 1,076 seven-year schools and 236 secondary schools. In the same academic year, 320,497 students studied in primary, seven-year and secondary schools of the republic (excluding schools for working and rural youth and schools for adults), of which 142,428 were in grades V-X.
Since the 1959/60 academic year, on the basis of the law “On strengthening the connection between school and life and on the further development of the public education system in the USSR” and a similar law adopted by the Supreme Council of the Tajik SSR, the republic began the transition to compulsory eight-year education, the introduction of industrial training in senior classes in secondary schools and improving labor education in eight-year schools.
All these measures contributed to strengthening the connection between school and life, developing student activity, and involving them in socially useful work. But attempts to introduce compulsory vocational training for senior secondary school students through the appropriate organization of industrial training and extending the period of study in high school up to eleven years old.
In the 1965/66 school year, in accordance with amendments to the school law, vocational training preserved only in schools that have for this purpose necessary conditions, the ten-year training period was restored.
Recent years have been characterized by significant achievements by schools and teachers in improving educational work and improving the quality of students' knowledge. As a result, academic performance has increased and repetition has decreased. In the 1965/66 academic year, the number of repeaters was 6% versus 10.6% in the 1958/59 academic year.
An objective necessity, conditioned by the development and formation of socialist nations, the expansion of multinational ties, and the strengthening of friendship between the peoples of the USSR, was the study of the Russian language in a Tajik school. Much attention is paid to this in the republic. Serious organizational and methodological work is being carried out, the publication of methodological literature is expanding, and a special methodological collection “To help Russian language teachers in Tajik schools” is being published.
The experience of teaching Russian language to students in Tajik schools is regularly summarized and, on its basis, improved training programs and textbooks. Republican meetings of Russian language teachers in non-Russian schools and inter-republican scientific and practical conferences held in 1955, 1956 and 1962 were of great importance in improving the teaching of the Russian language in Tajik schools. in Tashkent.
In the 1962/63 academic year, work was completed on the introduction of eight-year universal education. Conditions have been created for the transition to secondary education. Such types of educational institutions as boarding schools, schools and extended day groups have developed and strengthened.
In 1943-1944. In the republic, despite the difficulties of wartime, schools for working and rural youth were created. Thanks to them, thousands of young workers and collective farmers received primary, incomplete secondary and secondary education. Already in 1945, there were 9 schools for working youth in the republic, where 543 people studied, and 80 schools for rural youth, with an enrollment of 3,302 people.
Pioneer and Komsomol organizations play a major role in the education of students.
2,517 pioneer squads, uniting 286,386 young Leninists of Tajikistan, actively participate in the all-Union pioneer show “Shine, Lenin’s Stars!” Active work in the “zones of pioneer action”, large-scale cultural work, serious socially useful work, military-patriotic work and patronage of the Octoberists - this is not a complete list of the diverse activities of the pioneer organization of the republic.
54 thousand members of the Komsomol unite school Komsomol organizations. Komsomol school organizations have accumulated interesting experience in the socio-political education of students.
Important place in common system Out-of-school children's institutions are involved in the communist education of youth.
The first out-of-school institution in the Tajik SSR, the House of Children's Art, was opened in Dushanbe in 1933, and in 1966 there were already 57 pioneer houses and 7 stations in the republic young technicians, 4 stations young naturalists, 5 children's parks, 37 children's sports schools, 1 children's stadium, 4 excursion and tourist stations.
There are a large number of clubs, courses, and studios operating in schools and non-school institutions. Regional, city, and republican Olympiads of children's amateur performances and shows of children's technical creativity are held annually. 38,810 schoolchildren took part in the Olympiads for young chemists, physicists, and mathematicians held by the Tajik Central Station of Young Technicians in 1966.
Party, Soviet and public organizations republics on the recreation of children and the promotion of their health. A wide network of pioneer camps, children's recreation areas, tourist centers, and children's sanatoriums has been created. In 1965 alone, 196,829 children vacationed in pioneer camps and recreation areas.
The directives of the XXIII Congress of the CPSU on the new five-year plan provide for the further development of public education.
In the new five-year period, the number of students in daytime general education schools of the republic alone will reach 712 thousand, that is, it will increase by 29% compared to the 1965/66 academic year. Enrollment in ninth grade schools will increase especially sharply. If in the 1965/66 academic year 59.6% of students who graduated from eight-year school were accepted into the ninth grade, then in the 1970/71 academic year 75% will be accepted. The number of students in schools and groups with extended days will increase more than 3 times.
In 1970, 47.6 thousand people will study in evening (shift) schools for working and rural youth.
In 1970, 110 thousand children will be enrolled in the republic's preschool institutions, or 2.2 times more than in 1965.
The transition to universal secondary education requires a radical improvement in school management and the organization of educational work. Ways to solve these problems were determined by the resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR “On measures to further improve the work of secondary schools” (1966). Based on this resolution, a lot of organizational and explanatory work is being carried out in the republic.
Training and education of a new person is unthinkable without the inspired creative work of a teacher, without improving his pedagogical skills.
In the most difficult conditions of the formation of Soviet power in Tajikistan, teachers not only taught literacy, but also were conductors of the ideas of socialism, explained to the population the policy of the party, the policy of the young Soviet state.
It is no coincidence that the enemies of Soviet power dealt especially mercilessly with teachers. In the struggle to consolidate Soviet power in Tajikistan, many teachers died. Only the gang of Basmachi Ibrahim Beg destroyed 80 of the best teachers of the republic.
Tragic events occurred in the spring of 1929 in Karategin. Having graduated from organized in Garm pedagogical courses, three girls - Sairam Abdullaeva, Muallimabibi Kasymova and Alyambibi Gadoeva - came to teach in their native village of Khait. In Karategin at that time the Basmachi gangs of Fuzail Maksum were operating. Having captured Khait, the Basmachi brutally dealt with the activists: they killed young teachers.
The Tajik people keep a grateful memory of Abdusalom Ismailov, Burkhan Ishanbabaev, Karimjon Hussein-zade, Saifulo Aliyev, Aligbar Huseynov, Gani Khikmatov, Yahya Iskhakov and other teachers who selflessly fought for the education and happiness of the people who died in battles with the Basmachi.
A major role in the development of public education in Tajikistan belonged to Russian teachers, who actively fought for the elimination of cultural backwardness and mass illiteracy of the population of the republic.
In the first years of Soviet power, the republic's schools experienced an acute shortage of teachers. The party and government of the republic took extraordinary measures to organize mass teacher training. Teachers from many cities in Central Asia, the RSFSR and Ukraine came to the republic. In the 1930/31 academic year, there were already 1,924 teachers working in schools.
In October 1926, a pedagogical technical school was opened in Dushanbe, and in the 1935/36 academic year there were already 16 pedagogical technical schools, where 3,063 people studied. The opening of the Khorog Pedagogical College was very important. This made it possible to quickly provide Pamir schools with qualified teachers from local youth.
To train teachers of seven-year and secondary schools, pedagogical institutes were organized in Dushanbe and Leninabad in the 1931/32 academic year.
However, stationary educational institutions could not provide all schools with teaching staff in a short time. Therefore, teacher training was also carried out in specially organized courses, after which teachers continued their studies in correspondence departments of pedagogical technical schools and institutes.
The training of teachers with higher education in the post-war years. If in the 1940/41 academic year only 353 teachers with higher education and 853 teachers with incomplete higher education worked in secondary schools in Tajikistan, then in the 1964/65 academic year the number of teachers with higher education increased to 10,307 and with incomplete higher education to 4,352 people.
Much work is being done to improve the qualifications of teachers. This most important matter is carried out by pedagogical institutes, the republican regional and interdistrict institutes for teacher training.
There are ongoing courses and seminars throughout the year. This gives teachers the opportunity to improve their qualifications without leaving work. The work of seminars and courses is carried out in the direction of mastering the most difficult sections and topics of school programs.
Mobile polytechnic laboratories created at teacher training institutes provide great assistance to rural schools. Institute methodologists, traveling with these laboratories to schools, teach teachers how to conduct practical work in the course of physics, mathematics, chemistry, biology, provide them with assistance in preparing demonstration works, in using visual aids, modern technical means training.
In 1965 alone, about 12 thousand teachers, school principals, and employees of 502 public education departments in Tajikistan improved their qualifications in various ways.
Big role in improvement methodological work with teachers of the republic belongs to the Scientific Research Institute pedagogical sciences(NIIPN), created in 1933.
In addition to developing and improving programs in all subjects of study, the institute has created a number of educational and methodological manuals in Tajik language and literary reading, on Russian language and literature in Tajik schools, on general pedagogical issues, on polytechnic education, collections of articles about best experience teachers, a number of visual aids have been created, etc.
The newspaper “Maorif va ma-daniyat” and the magazine “Maktabi Soveta” are published for teachers in Tajikistan.
Vocational and technical education is successfully developing in the republic. There are 50 vocational schools with a total enrollment of about 15 thousand students, in addition, there are evening (shift, seasonal) schools and training courses for drivers of cotton pickers, drivers and other highly qualified workers.
In the period from 1940 to 1966, vocational education institutions provided the national economy of the republic with more than 65 thousand young masters.
One of the remarkable achievements of the cultural revolution in the USSR is the rapid development of higher and secondary specialized education in the republics of Central Asia.
Before the revolution, there was not a single technical school or university on the territory occupied by the modern Tajik SSR. But the development of the economy and culture of the young Soviet Republic was impossible without the training of national personnel of medium and higher qualifications.
At the same time, seemingly insurmountable difficulties stood in the way of creating secondary specialized and higher educational institutions. It was necessary first of all to develop school education, prepare young people for admission to technical schools and universities. And for this we needed teaching staff. Therefore, the first secondary and higher educational institutions in Tajikistan were pedagogical schools and institutes.
But industry, agriculture and culture needed personnel immediately. In this regard, preparatory departments were created at technical schools and universities, where young people received knowledge at the level of seven-year and high school.
Preparatory departments, of course, played a positive role in the training of national personnel of medium and higher qualifications. Subsequently, as seven-year and secondary education developed, the preparatory departments were gradually closed.
Particularly great difficulties were encountered when training specialists from among Tajik women. For involvement it is possible more Tajik women were sent to pedagogical educational institutions and special educational institutions for women were created. In the 1929/30 academic year, women's pedagogical colleges were opened in Dushanbe and Khojent, and in 1953, a women's pedagogical institute was opened in Dushanbe. In 1957 it was merged with Dushanbe pedagogical institute named after T. G. Shevchenko.
A significant event in the scientific and cultural life of the Tajik people was the foundation in 1948 State University named after V.I. Lenin in Dushanbe. In the first years of its existence, the young Tajik university received great assistance from higher educational institutions and research institutions in many cities of the Soviet Union, including Moscow University named after M.V. Lomonosov, Kazan University named after V.I. Lenin, Uzbek University named after A. Navoi et al.
Currently, the Tajik University has 11 faculties (physics, mechanics and mathematics, law, chemistry, economics, history, Russian language and literature, biology and soil, faculty of Tajik and Oriental philology, evening economics, geology), 56 departments and 3 problem laboratories .
Over the years of its existence, the university has trained about 7 thousand specialists for various sectors of the national economy of Tajikistan. At the same time, it is large scientific center republics. More than 380 teachers work here, more than 150 of them have academic degrees Doctor and Candidate of Sciences.
University researchers are conducting serious scientific research. Over the course of 10 years (1953 - 1963), they prepared a large number of monographs and collections with a total volume of about 700 printed sheets.
Another large higher education institution is the Tajik Polytechnic Institute, established in 1956 in Dushanbe. It trains engineering personnel for the national economy of Tajikistan and other Central Asian republics in the following specialties: electrical networks, power supply of industrial enterprises and cities, automation of industrial installations, industrial and civil construction, architecture, water supply and sewerage, road transport, basic processes chemical production and chemical cybernetics, mechanical engineering technology, metal-cutting machines and tools. The Moscow Higher Institute provided great assistance in equipping the institute’s laboratories. technical school named after N. E. Bauman, Moscow Energy, Machine Tool and Physics-Technical Institutes, Tbilisi, Azerbaijan and Tashkent Polytechnic Institutes.
In the 1959/60 academic year, an evening department was organized at the institute, and in 1960/61 - a correspondence department in basic specialties.
In 1961, the republic received the first group of engineers - graduates of the institute (130 people). Today, graduates of the institute successfully work in various sectors of the national economy of Tajikistan.
The Tajik State Medical Institute named after Abu Ali ibn Sina enjoys well-deserved fame. Being the main center providing the republic with doctors, the institute at the same time provides great practical assistance to the health authorities of Tajikistan. IN medical institute 3 faculties - medical, pediatric and dental. 2,250 students study here and more than 250 teachers work here, of which 26 are doctors of science, 104 are candidates of science. In 1963 alone, the institute’s scientists produced 146 scientific works, including a number of large studies.
Large and useful work conducts the faculty of advanced training of doctors, which annually specializes and improves doctors in many branches of medicine, including surgery, orthopedics and traumatology, therapy, obstetrics and gynecology, eye diseases, psychiatry, childhood tuberculosis and adult tuberculosis.
The State Agricultural Institute has existed in Tajikistan for more than 30 years. Within the walls of this university, thousands of general agronomists, agrochemists-soil scientists, veterinarians-animal scientists, mechanical engineers, drainage engineers, and agricultural economists were educated. It is difficult to find a collective or state farm in the republic where graduates of the institute work.
In the 1966/67 academic year, more than 4,100 students studied at 5 faculties - agronomics, veterinary medicine, agricultural mechanization, irrigation and agricultural economics. The institute has 25 departments and employs 187 teachers. The teaching staff of the institute carries out extensive research work. In 1965, research was carried out on 16 problems of considerable practical and theoretical importance. The results of completed work are widely implemented in practice.
Pedagogical institutes in Dushanbe and Kulyab, which had 12,294 students in 1965, prepare for V-X classes teachers of mathematics, physics, biology, chemistry, geography, foreign languages, Tajik language and literature, history, physical education. They annually graduate teachers in more than 20 specialties.
In pedagogical universities and universities teaching practice students is carried out not only in schools in Dushanbe, but also in rural schools in various regions of the republic. Students undergoing internships provide assistance to schools, especially in extracurricular and educational work. Students are involved in the management of pedagogical practice best teachers and class teachers.
Student scientific societies play a significant role in the life of universities. The number of students taking part in their work increases every year. HGO members, under the guidance of departments, conduct research in various fields of science. Every year dozens of reports are discussed at scientific student conferences.
Currently, more than 30 thousand people are studying in higher educational institutions of the republic.
The network of secondary specialized educational institutions and the number of students in them are constantly increasing. If in 1926 there was only one special educational institution in Tajikistan - the Dushanbe Pedagogical College, then currently there are 30 different secondary specialized educational institutions in the republic. They train personnel in more than 60 specialties.
The network of secondary specialized educational institutions continues to expand. So, only in 1964-1966. Kurgan-Tube, Kanibadam and Gissar pedagogical schools, Ura-Tube construction and Dushanbe industrial technical schools were opened. Every year the output of young specialists with higher and secondary specialized education increases. Over the past 10 years, the national economy of Tajikistan has received 56.4 thousand highly qualified specialists from higher and secondary specialized educational institutions of the republic, including 25 thousand with higher education.
A significant source of replenishing the national economy of the republic with highly qualified personnel is the training of specialists in various educational institutions of the country. In Moscow, Leningrad, Kyiv, Voronezh, and Tashkent, thousands of Tajiks were educated and now work in various sectors of the national economy and culture.
For recent years Higher and secondary specialized educational institutions of the republic have carried out serious work to rationalize educational process, as a result of which the forms and methods of educational work were noticeably improved, laboratory and practical exercises. The theoretical and practical level of training of young specialists has increased.
There has been an increase in admission to higher and secondary specialized educational institutions of young people with practical experience in various sectors of the national economy and culture; The training of young specialists in universities and technical schools from among those sent to study by enterprises, construction sites, collective farms, and state farms has been expanded. Evening and correspondence education. In 1963, the graduation rate from correspondence and evening courses amounted to 37% of the total graduation rate.
The new five-year plan plans to further increase the training of specialists with higher and secondary education. In 1970, enrollment in institutes will be 8,650 people, and in secondary specialized educational institutions - 11,600 people.
Universities of Tajikistan will train personnel in more than 50 specialties, including such new ones as industrial planning, labor economics, technology of organic and petrochemical synthesis, etc. Secondary educational institutions will graduate specialists in almost 90 specialties, including such new ones for the republic as like oil exploration and gas fields, underground development of ore and non-metallic deposits, welding production technology, water supply. During the years of Soviet power, a genuine cultural revolution was accomplished in Tajikistan.
Universal literacy of the population has been achieved. In the 1966/67 academic year, 613 thousand people studied in secondary schools and 61.2 thousand in universities and secondary specialized educational institutions.
The most important tasks for the development of public education for the next five years are determined by the decisions of the XXIII Congress of the CPSU and the resolution of the CPSU Central Committee and the Council of Ministers of the USSR “On measures to further improve the work of secondary schools.”
Teachers and all educators in Tajikistan are preparing to celebrate the great holiday of the Soviet people - the 50th anniversary of the Great October Socialist Revolution - with new successes in raising the cultural level of the population of the republic and in the development of public education.

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