KEYWORDS: philosophy of education, N.I. Pirogov, humanistic education, ideals of education.

ABSTRACT: The paper is devoted to Nikolay Ivanovich Pirogov, a prominent Russian medical doctor, educator, and humanist thinker. The author covers the formation period of Pirogov’s educational theory and practice, his ideas and views regarding character and general education.

A prominent medical doctor, a citizen and patriot of Russia, Nikolay Ivanovich Pirogov (1810 –1881) devoted only five of his fifty-some-year-long scientific and public activities to his work in public education. However, even this time was enough to rank his name among Russian most renowned educators and thinkers.

According to V.A. Volkovich, “one may say that Pirogov’s whole educational system is a true quintessence of his personality. The core of Pirogov’s educational system is idealism and love to mankind” (1, p.69).

The roots of Pirogov’s outlook are very deep and, as it often happens, go back to his childhood. To a large extent, Pirogov’s character formation was influenced by the very life of his close-knit, devout (all religious rites were strictly and zealously observed) and patriarchal family where Nikolay was one of fourteen children. His parents made a strong foundation of such crucial traits of Nikolay’s character as religiousness, patriotism, and love to Russia.

The next factor which strongly influenced the formation of the future thinker’s outlook was his studies at the Medical School of Moscow State University which he entered on September 24, 1824. The first-year student had hardly reached the age of 14. That time, the eve of the Decembrist uprising, was the time of dynamic social events, heated political discussions about the situation in the country and a strenuous search for the ways to develop the state and society.

A significant period of Pirogov’s character building covers 1828-1830s, the time of his studies and professional activities at the Därpt University (now, the city is called Tartu, Estonia) and later, in Germany.

The next formation stage was N.I. Pirogov’s thriving scientific medical activity, with its most active phase taking place from early 1840s through 1855. It was the time when Nikolay Pirogov published his fundamental research books which made him famous all over the world. No doubt, his long and systematic research activities, a profound and fruitful creative search shaped Pirogov’s deepest respect to science itself and invigorated him with great positive attitude.

Moving to Saint Petersburg in 1841, Nikolay Pirogov took up an appointment as Surgery Professor at the Medical-Surgical Academy where he began to pay a closer attention to the area of pedagogy. Paying tributes to Pirogov’s achievements in professional medical education, the Ministry of Public Education appointed him a member of Medical Commission (and then Committee) for reforms in medical education.

Pirogov began to gradually develop his concept of shaping true human beings who should possess highly developed cognitive skills together with moral freedom and convictions, as well as a commitment to truth and readiness to defend it. He imagined such ideal people who would be also prepared for self-exploration and self-sacrifice.

The formation of Pirogov’s philosophy was completed by the Crimean War in which, starting from October 1854, he took a crucial part as a medical doctor. The battle fields inflamed Pirogov’s heart with a strong contempt and detestation to bureaucrats with their false pretence of genuine work. Along with that Nikolay became strongly convicted that the principal human weakness was caused by lack of spiritual and moral grounds or by lofty ideals, which, in the long run, demonstrated the absence of being prepared to live a full and active life.

In other words, Nikolay Pirogov came to the world of education (as an educator) only at the age of 45, being a mature personality with strong convictions, an original and wholesome philosophic outlook, and a thoroughly thought over concept how to reform the education system of younger generations (2, p.17).

Pirogov’s primary reason to turn his attention to educational activities was wonderfully described by N.P. Sakulin:

Overwhelmed with sorrow of Sevastopol’s siege, Nikolay Pirogov was immersed in his mournful thoughts about the society. A citizen took over the doctor and scientist in him, and Pirogov came to a deeply held belief that “the only way we may achieve the genuine progress is by education”  which “is, after religion, the topmost priority of the society” (3, p.12).

Meanwhile, the Moscow based editorial board of The Marine Collection asked Nikolay Pirogov to write a paper about possible changes in the process of education in naval cadet corps schools. As a result, the July 1856 issue of the journal published Pirogov’s uncensored program paper entitled The Issues of Life, which immediately became a major focus of public attention that could be explained by several circumstances. The first was undoubtedly the author’s name. Pirogov’s service as a military surgeon in the Crimean War and the tragic Siege of Sevastopol made him a national hero. The second factor was the choice of a journal where Pirogov published his paper - a special issue of a specifically naval organ did not seem to be an appropriate place for an educational manifesto. However, a closer look at the journal may lead to a completely different conclusion. At that time The Marine Collection was patronized by Grand Duke Konstantin, a very progressive statesman and a staunch reformer. Moreover, the paper was immediately reprinted in the 1856 issue of The Journal of the Ministry of Public Education (#9) with a meaningful note “printed as instructed by the Minister of Public Education”.

Those factors together made The Issues of Life almost an official educational concept, a new state philosophy of education which should be both – studied and followed. It was the author’s sincerity, a fundamental and comprehensive nature of the paper, deep insight and integrity which raised such an unprecedented response. In no time it became a major public event and, as a result, it dramatically changed Pirogov’s own life and destiny.

During the next few years - from the fall of 1856 until February 1861 Pirogov worked as a professional educator who managed to successfully translate his theory into administrative and pedagogical practice. In early October 1856, Pirogov made a serious decision to take over the position of Superintendent (Inspector, as it was called in Russian) of Odessa School District, which changed not only the area of his activity (from medicine to education) but also its content.

Instead of familiar research activities, teaching and medical practice, Nikolay Pirogov had to become a key administrator in the system of public education. N.P. Sakulin mentioned that “the prominent surgeon was filled with the truly evangelic belief in education and was determined to make a real feat of his life: to give up his glorious past and become an educator” (3, p.12). 

In the words of A.N. Ostrogorskiy, “Pirogov took up his position of an administrator feeling like a missionary, life guru, and a preacher of a most elevated and holy idea” (4, p.112).

Pirogov’s work as Superintendent, first of Odessa School District and later, of Kiev School District (September 1858 - March 1861) has never been fully accepted and usually received mixed reactions.

On the one hand, his personal contribution to education was indisputably recognized. Pirogov defined his own role as a guardian-missionary who made an input in every layer of public education within the aforementioned two school districts. His place and role in the development of Russian public education was wonderfully described by N.P. Sakulin:

“The moment Nikolay Pirogov entered the Russian School, it was immediately filled with light and joy. It was as if the doors of musty pre-reform school vaults had been thrust wide open with rays of sunlight, fresh air, and sounds of life flew in. The old routine hardened bore of a teacher could do nothing else but grab his broken birch rods and worn textbooks, and gloomily leave the renovated school premises. Pirogov came as a teacher-liberator introducing a number of previously unknown signs of change long awaited in Russia. Under his direct supervision Russian educational thought got a powerful impetus of rapid development. Thus, Nikolay Pirogov is portrayed as a major figure of his era, the symbol of reformed spirit and freedom” (3, p.45).

On the other hand, in terms of his personal career growth, Pirogov’s administrative activity could  hardly be considered successful. His resignations from both positions of school district superintendent are certainly explained by a strong hostility of the old bureaucratic system which immediately defined Pirogov as its dangerous intruder. Charges against Pirogov were quite traditional for any reformer of the period between mid 19th and early 20th century in Russia. Pirogov’s determination to create equal educational opportunities for Poles and Jews and others caused bitter resentment on behalf of influential Russian nationalists. The latter considered those measures not only causing dangerous political consequences but also “oppressive to the ethnically Russian people”.

Bureaucrats saw extreme danger in Pirogov’s promotion of public education, especially when he supported the idea to open the first Sunday school in Kiev. Such schools were immediately put under suspicion, probably not unfounded, of spreading revolutionary ideas. But bureaucrats’ strongest irritation was caused by the truly democratic nature of Pirogov’s professional activity, his determination to support various kinds of university and high school students’ amateur self-governing organizations. Educational authorities found such organizations extremely dangerous in spreading the threat of “freethinking and nihilism”.

All those negative circumstances led to Pirogov’s dismissal from the position of Kiev School District Superintendent in accordance with the decree of March 13, 1861. Nikolay Pirogov was offered to become a Board member of the Ministry of Public Education, but he turned it down.

Consequently, there was a strange situation when the abolition of serfdom and the increasing social progress showed that Pirogov’ time had come whereas he was paradoxically and unfairly put out of job. N.S. Derzhavin wrote that,

 “Pirogov embodied the highest ideals of the great epoch, the epoch of widespread humanism and enlightenment, which he introduced in his educational activity. He wanted to raise the current school to the level of his high ideals and, if he did not always manage to achieve his goals, it was not due to lack of enthusiasm, will, determination or strong nature, and not because his ideals were too far from the realities and demands of the current school life. Pirogov could not implement his ideals in the public education system because those ideals were only about to be born in the life around him” (5, p.3-4).

In the spring of 1862, Nikolay Pirogov was sent on an official business trip abroad “to complete various assignments in the area of education and upbringing”. The “university” period of Pirogov’s pedagogical activity (1862-1866) was devoted to implementation of his views and ideas primarily in the sphere of higher education.

The main assignment of the minister of public education involved “leading and guiding young people who are preparing for professorship”. Here Nikolay Pirogov revealed abilities and responsibility which was so typical of him. He visited over 20 European universities and learned the structure and content of instruction there. Pirogov was skilled in supervising Russian young people’s research, he supported their enthusiasm and undertaking. Nevertheless, on June 17, 1866, he was recalled back to Russia and dismissed. After that, Nikolay Pirogov was no longer active in any official educational institution. Settling in his small estate in the village of Vishnya, Podolsk Province (now Vinnytsia, Ukraine) he resumed private medical practice.

However, it would not be right to think that the time from 1860s until Pirogov’s death on November 23 1881 should be excluded from the development of Nikolay Pirogov’s educational ideas and outlook.

This period is mainly presented in Pirogov’s Old Physician's Diary which he kept writing until his last day. There Pirogov analyzed his life and views on education, and formulated the most significant ideas. According to F.A. Koni,

“Pirogov’s Old Physician's Diary makes it possible to look into his soul considering him not a public figure or prominent scientist – we may have the opportunity to look into and hear the heart of a man which Pirogov wished to bring up in each young individual. This heart is filled with deepest and appealing faith in Divine Providence and awe of Christ’s commandments. Life teaches that Christ had many serfs but few genuine followers, and one of them was Nikolay Pirogov” (6, p.26).

An impressive character reference of Pirogov’s personality is given by a famous psychologist I.A. Sikorskiy:

“Like all great people, Pirogov, from his very early age felt there was a challenging plan for his life which he carried out in full despite its complexity and the amount of goals. All his life Pirogov was determined to be extremely persistent and active. With his amazing inborn self-control, he was staunch, patient, courageous, and cheerful while facing the blows of destiny. Pirogov’s indomitable willpower constituted the primary nerve of his nature and enabled him to found and erect a building where the ground was not ready at all. His rare willpower combined with deep, shrewd, and loving heart, allowed Pirogov to feel the heartbeat of life and events where ordinary people would not have noticed anything” (7, p.31).

In all truth, people like Nikolay Ivanovich Pirogov leave this world only physically to remain present in many other ways in it forever.

References

1. Volkovich V.A. Drug chelovechestva N.I.Pirogov [N.I. Pirogov: A Friend of Humanity]. St Petersburg, 1910.
2. Ljubzhin A. Ostavit' v pokoe nedostizhimoe. Pedagogicheskoe nasledie N.I. Pirogova [Leave Alone the Anattainable. N.I. Pirogov’s Pedagogical Legacy] // Licejskoe i gimnazicheskoe obrazovanie. 2002. № 10.
3. Sakulin N.P.  N.I. Pirogov kak pedagog [N.I. Pirogov as an Educator]. Moscow,1907.
4. Ostrogorskij A.N. N.I.Pirogov i ego pedagogicheskie zavety [N.I. Pirogov and His Pedagogical Legacy]. St Petersburg, 1914.
5. Derzhavin N.S. Pedagogicheskie idealy N.I.Pirogova [N.I. Pirogov’s Pedagogical Ideals]. Tiflis, 1907.
6. Koni A.F. Pirogov i shkola zhizni // Pamjati Nikolaja Ivanovicha Pirogova [N.I. Pirogov and School of Life // In Memory of Nikolay Ivanovich Pirogov]. St Petersburg, 1911.
7. Sikorskij I.A. N.I.Pirogov kak myslitel' i chelovek // Pamjati N.I.Pirogova [N.I. Pirogov as Thinker and Man // In Memory of N.I. Pirogov]. Kiev, 1911.