Keyword: «school of collective farm youth»

Based on the analysis of archival sources, the activities of the Soviet institutions of the city of Tobolsk, created for the Siberian Tatar population, are revealed. The chronological framework of the work is due to the fact that it was during this period that Tatar institutions functioned in the city – a school, a pedagogical college, a library, a club, a kindergarten, an orphanage. The location of the institutions and the names of their leaders have been established. Speaking about the national comprehensive school of the city of Tobolsk, the article traces the stages of its development: a unified labor school of the 1st stage – a 7–year school, a school of collective farm youth, a secondary school. For the first time, the article pays attention to the creation and functioning of a kindergarten and orphanages. It is noted that the appearance of the kindergarten was due to a change in the social role of the Siberian Tatar women of the city. It was established that the first orphanage in Tobolsk was intended for Tatar children from the Volga region, and another institution worked for orphans of the indigenous population (1930-1955). The article pays special attention to the activities of the Tobolsk Tatar Pedagogical College (1934-1955), which occupied an important place among the educational institutions of the city and district, providing teaching staff to all national schools in the region. Another important function of the educational institution is the formation of the intelligentsia from among the Siberian Tatars. The educational and ideological role of the library, specially created for the indigenous population of the city of Tobolsk, is shown. The forms of the library's work, its interaction with other national institutions of the city – the school and the club – are considered. As a result, the author came to the conclusion that these institutions were designed to radically change the worldview of people based on a new, socialist ideology and culture, to promote the education of a new type of person. The authorities' consideration of ethnic specifics, the preservation of the principle of teaching and upbringing in their native language, made it possible to solve the tasks relatively painlessly.