В статье рассматриваются особенности классификации негосударственных музеев России. Анализируется понятие «негосударственный музей», его отличие от государственного музея, выявляются характерные особенности классификации музеев по форме собственности и рассматриваются виды негосударственных музеев. ; Th e article gives an answer to the question: is it necessary to provide classifi cation of nongovernmental museums. Th erefore, the research primarily focuses on the diff erence between governmental and non-governmental museums, museum classifi cation by the types of ownership and an analysis of diff erent types of non-governmental museums.
Феномен виртуальных музеев связан с попытками репрезентации информации об объектах культуры в интернет-пространстве. С развитием цифровых технологий расширяются возможности виртуальных музеев, увеличивая их значимость в раскрытии потенциала культурного наследия страны и мира.В данной статье выявляются существующие обстоятельства, препятствующие дальнейшему развитию площадки виртуальных музеев. К ним можно отнести неравенство регионов по доступности интернет-технологий, малый опыт по созданию цифровых культурных площадок, нехватку специалистов, готовых работать с культурно-образовательным контентом, отсутствие единого координирующего государственного органа.Теоретико-методологическую базу исследования составили работы в области социальных наук и наук об образовании, а также нормативно-правовые акты, регулирующие отношения в сфере культуры. В ходе исследования применялись методы аналогии, сравнения, обобщения. В результате исследования предлагаются меры по преодолению препятствий развития виртуальных музеев. Такие музеи могут выступать не только способом представления информации об объектах культуры, но и быть развлекательным, образовательным и социализирующим инструментом.
Описана история открытия в 1918 г. в Барнауле сотрудниками Алтайского подотдела Западно-Сибирского отдела Русского географического общества публичного музея, основу которого составили разнообразные коллекции, поступавшие с 1891 г. в Общество любителей исследования Алтая, а затем в Алтайский подотдел Русского географического общества и собрания бывшего музея Алтайского округа, формировавшиеся с 1823 г. Посетители могли осмотреть экспозиции нескольких отделов (ботанического, картографического, памятников войны и революции), а также энтомологические, зоологические, археологические, нумизматические коллекции и модели горнорудного производства. Вскоре в структуре местной администрации была создана особая секция, члены которой реализовывали государственную политику в области музейного строительства. В 1920-е гг. на Алтае была сформирована музейная сеть, включавшая учреждения в крупных населенных пунктах: Барнауле, Камне, Бийске, Змеиногорске, Улале. Финансирование музеев осуществлялось из местного бюджета. Курированием деятельности музеев занимались представители отделов народного образования. Барнаульский окружной естественно-исторический музей являлся центром краеведческого движения на Алтае. Музейные сотрудники осуществляли исследовательскую, просветительную и собирательскую работу. Фонды музеев пополнялись за счет пожертвований различных предметов частными лицами, путем обмена дуплетных экземпляров с иногородними учреждениями. Сотрудники музеев Барнаула, Бийска, Камня проводили целенаправленную экспедиционную деятельность. Алтайские музеи взаимодействовали с Обществом изучения Сибири и ее производительных сил, учрежденным в 1926 г. с целью изучения региона и координации деятельности всех краеведческих организаций. ; The public museum was opened in Barnaul in 1918 by the staff of the Altai section of the West Siberian department of the Russian Geographical Society. Its basis was made up of various collections that had been gained since 1891 by the Altai Research Society, and then by the Altai section of the Russian Geographical Society and collections of the former museum of the Altai district, that had been formed since 1823. Visitors could examine exhibits of several departments (botanical, cartographical, the war and revolution artifacts), and as well as entomological, zoological, archaeological, numismatics collections and mining production models. The next years witnessed the organization of a special section in the local administration where the officials carried out the government policy in the field of museum development. The 1920s saw the development of museums in Altai including large settlement such as Barnaul, Kamen, Biysk, Zmeinogorsk, Ulala. Financing of the museums was provided by the local budget. The museums' work was supervised by the people's education department officials. The Barnaul Regional Natural History Museum was the center of the local area-study movement in the Altai Territory. Museum workers were engaged in research, education and collection gathering activities. The funds of the museums were being added to through donations of various subjects by individuals, through exchange of duplicate copies with museums from other cities. The museums of Barnaul, Biysk, Kamen organized research expeditions. The Altai museums cooperated with the Society of Studying Siberia and its Productive Forces, founded in 1926 to study the region and coordinate the activity of all local area-study organizations.
Статья посвящена одной из важнейших сторон жизни российской эмиграции первой волны: сохранению военно-исторических реликвий Российской империи. Основное внимание уделяется созданию и деятельности русских военных музеев в различных странах, их коллекциям и экспозициям, отражавшим историю частей русской армии в XIX начале XX вв., в годы Первой мировой войны и в период Белого движения. Подробно рассказывается о подвижнической историко-мемориальной работе известных представителей русской военной эмиграции. ; The article is devoted to one of the most important aspects of life of Russian emigration of the first wave: retaining of military-historical relics of the Russian empire. The principle attention is payed to the creation and activity of Russian military museums in different countries, their collections and expositions, representing the history of Russian army in the XIX century and in the beginning of the XX century, during The First World War and The White Movement. Here is written about self-sacrificing historical-memorial activity of the well-known representatives of the Russian military emigration.
В статье автор обращает внимание на отдельную категорию общественных музеев – музеев, которые находятся в структуре высших учебных заведений, анализируя специфику и особенности их превращения из организационно-методического учреждения, которое исполняло важнейшие образовательные и научные функции, в составную часть общественной, плохо финансируемой работы. Исходя из невыгодной для существования музеев вузов законодательной ситуации, описываются качества, которыми должен обладать руководитель такого музея, чтобы в максимальной мере способствовать его развитию. С целью очертить портрет директора вузовского музея, идущего в ногу со временем, в условиях пребывания музеев этой категории на распутье, автор статьи также анализирует опыт американских и австралийских музейных работников. ; Author pays attention to the separate category of public museums – museums of higher educational establishments. She analyzes its specific features and transformation from most important methodic-organizational institutions executing educational and scientific functions into a part of the public, poorly-funded work. Based on the unfavorable legislative situation for university museums existence, the qualities the leader should have for best contributing such development are described. In order to present a portrait of the modern head of university museum when last ones are at the crossroads of their development, author also analyzes the experience of American and Australian museum staff.
Музеи как учреждения культуры выполняют функции сохранения, трансляции, изучения культуры и культурно значимых явлений. В статье рассматриваются особенности музейной политики в 1945–1953 годах на материалах Пензенской области. В послевоенные годы в стране необходимо было, в том числе, восстанавливать и музейную работу, поскольку многие музеи в годы войны прекратили свою деятельность, некоторые были эвакуированы в другие регионы страны. Музеев Пензенской области это не коснулось, так как область во время войны оставалась в тылу. Тем не менее их привычная работа была нарушена, даже в первые послевоенные годы картинная галерея надолго закрывалась в связи с отсутствием отопления. Помимо научно-исследовательской и культурно-просветительской работы, музеи, как и другие учреждения культуры, были задействованы в пропагандистской работе, активно участвуя в различных политических кампаниях. ; The museums as cultural institutions carry out functions of preservation, broadcasting, studying of culture and culturally significant phenomena. In article features of museum work in 1945–1953 on materials of the Penza region are considered. In post-war years in the country it was necessary, including, to restore and museum work as many museums in the years of war stopped the work, some were evacuated to other regions of the country. It didn´t concern the museums of the Penza region as the area during war remained in the back. Nevertheless, their habitual work was broken, even in the first post-war years the art gallery was for a long time closed due to the lack of heating. Besides research and cultural and educational work, the museums as well as other cultural institutions were involved in propaganda activities, actively participating in various political campaigns.
В статье исследуется организационно-правовая форма функционирования проек-та «Музея частных коллекций Республики Татарстан». Отдельное внимание уделено вопросу регламентации создания и деятельности частных музеев, осуществляемых на законодательной основе. ; This article examines the legal form of functioning of the «Museum of private collections of the Republic of Tatarstan.» Special attention is paid to regulate the establishment and operation of private museums whether through legislation.
Изменение социально-экономических условий и трансформация системы образования в конце XIX — начале XX в. способствовали появлению большого количества музеев при учебных заведениях. В исследуемый период музеи стали играть важную роль в обеспечении учебного процесса наглядными пособиями. Самыми богатыми музеями обладали средние учебные заведения: гимназии, реальные училища, специальные учебные заведения. Нередко музеи именовались естественно-историческими кабинетами. Как правило, наглядными пособиями являлись различные горные породы, гербарии, промышленные изделия, коллекции насекомых, модели для рисования. Революция 1917 г. привела к исчезновению большинства учебных заведений вместе с их коллекциями. В изучаемую автором эпоху развитие музеев при учебных заведениях шло стихийно и зависело как от внимания властей к вопросам образования, так и от позиции учителей. Единой системы финансирования и единой идеологической линии не было. Вследствие этого наблюдалось относительное разнообразие музейных коллекций исходя из профиля учебного заведения. Главной миссией данных музеев было образование и воспитание учащихся. Тем не менее коллекций таких музеев не всегда хватало для полноценного обучения учащихся. ; The change in socio-economic conditions and transformation of the education system in late1800s -early1900s led to the emergence of a large number of museums at schools. In the period, studied by the author, museums began to play an important role in providing educational process with visual aids. Secondary schools such as gymnasium (grammar) schools, non-classical schools, magnet schools possessed the richest museums. In that historical period museums were often referred to as "offices of natural history". Visual aids usually comprised various rocks, herbaria, industrial products, insect collection, and models for drawing. The Revolution of 1917 led to dissolution of the majority of educational institutions along with their collections. In the period of history studied by the author the development of educational museums went spontaneously and depended on the government's attention to education and the teachers' effort. There was neither common funding system nor ideological guidance. As a consequence, there was a diversity of museum collections, depending on the type of educational institution. The main mission of these museums was students' education. However, such museum collections were not always sufficient for adequate education
Статья посвящена самому драматичному и при этом наименее изученному периоду истории университетских музеев. На основе архивных источников показано, как действовали вплоть до ликвидации гуманитарных факультетов музеи Искусств и древностей, Отечествоведения и Нумизматический, как затем, оказавшись ненужными в учебном процессе и недоступными для исследователей, они были переданы в Центральный музей Татарской республики вместе с музеем Общества археологии, истории и этнографии. Рассмотрено положение Ботанического сада, пяти музеев физико-математического и двух медицинского факультетов, сделан вывод о том, что не только ухудшилось их материально-техническое состояние, но изменились принципы руководства и общий статус вместе с понижением роли профессоров и одновременным усилением административно-политических начал в управлении университетом.The article is dedicated to the most dramatic and the least investigated period in the history of the University museums. On the basis of archival sources we show how the Museum of Arts and Antiquities, the Museum of Fatherland Studies, and Numismatic Museum had been working up to the liquidation of the Faculties of Humanities. These museums became unnecessary for academic activity and inaccessible to researchers and so were transferred to the Central Museum of the Tatar Republic together with the Museum of the Society of Archeology, History and Ethnography. Moreover, we examine the position of the Botanic Garden, five museums of the Faculty of Physics and Mathematics, and two museums of the Faculty of Medicine. We conclude that not only their material and technical conditions worsened, but also their management principles and general status changed. The decrease of the role of the professorate was accompanied by the strengthening of administrative and political forms of the University management.
На примере ряда мемориальных музеев деятелей политической истории в статье рассматриваются проблемы преобразования музеев в условиях постперестроечной России. Дается анализ путей, по которым проходило развитие музеев, указаны причины смены экспозиции, закрытия некоторых из них. Прослеживается связь деятельности подобных музеев с изменениями политической ситуации в стране. ; The article considers the problems of transformation of the museums in the conditions of postreorganization Russia on an example of memorial museums of figures of political history. The analysis of the ways on which the development of museums took place, the reasons of closing some of them and changes of the exposition are given. Communication between of activity of similar museums and changes of a political situation in the country is traced.
В статье рассмотрена одна из воинских традиций Русской армии как создание полковых музеев, которые изначально находились при офицерских библиотеках, а со временем стали неотъемлемой принадлежностью каждой воинской части (учреждения). Представлена нормативно-правовая база для образования и осуществления дальнейшей практической деятельности полковых музеев. Показан состав библиотек музеев некоторых воинских частей. Приведены правила музея лейб-гвардии Волынского полка. ; The first regimental museums were created on an initiative and on money of officers and brother-soldiers. Initially they were at officer libraries, and over time became the integral accessory of each military unit (establishment). Their further development needed the corresponding standard and legal base. In the order on military department No. 279 of September 15, 1884 about introduction in action «Regulations on officer meetings in separate parts of armies» specifically it isn't mentioned the museums, however, it gave such opportunity for their opening. Rules testify to it (charters, provisions) officer meetings in which there were the certain heads devoted of. On pages of the military press extensive discussion concerning the structure of the museums was developed. Authors of publications imparted experience of their organization, brought up problem questions and offered ways of their decision. On opening of the museums special permission of the sovereign of the emperor was required. For their organization lump sums were allocated: for the military units existing from 50 till 100 years -300 rubles, from 100 to 150 years 500 rubles and of 150 years and more 800 rubles. Further financing of the museums consisted of annual vacation from treasury at a rate of the sum allocated for officer libraries and assignment of 20% from annual net income of regimental soldier's shops and buffets. «The museum library» was one of obligatory departments of again created museums. It entered: compositions of brother-soldiers on participation in operations and everyday life, various instructions, stories for soldiers, descriptions of feats of ancestors, biographies of chiefs, commanders and officers, the diary records which were published, literary works of ranks of a regiment, meeting of cuttings from periodicals. Here belonged: rules of military meetings, the provision on libraries, hand-written and printing catalogs of books, the press of libraries and the officer meetings, the sent regimental stories from related military units. By the beginning of the XX century at military meetings of the majority of military units of the Russian army in close cooperation with officer libraries the museums worked. Over time there was a need of carrying out congress of representatives of the regimental museums for development of uniform normative documents, an exchange of experience of museum work. At the initiative of the Moscow department «Imperial Russian military and historical society» in the Moscow military district the first congress of keepers of the regimental museums took place on April 20th, 1913. Thus, the museums, with libraries at them, became an indispensable component of regiments and one of nice military traditions of the Russian army.
Период начальной истории общественных музеев на территории Томской области полностью совпадает с общегосударственными тенденциями. В период «развитого социализма» в Томской области было создано пять общественных музеев. В статье представлено авторское видение типологии общественных музеев. ; The museum network of the country in the 1960-80s included the state museums of the Ministry of Culture and their local departments, the state museums of the Academy of Sciences of the USSR and the Ministry of Higher and Vocational Secondary Education, as well as public museums. In the 1960-70s the museum network experienced a rapid growth due to public museums. Establishment of public museums became more intensive after the resolution of the Central Committee of the Communist Party of the USSR "On the greater role of museums in the communist education of the working people" of May 1964. The resolution defined the procedure of opening new museums. A new museum could be opened only under the following conditions: when it was really needed, when the room and authentic valuable exhibits for future museums were available. Furthermore, the resolution included the tasks of strengthening links between the museums and industrial and agricultural enterprises, educational institutions, scientific and creative organizations; expansion of local history movement and all forms of museum work, especially in the villages. In 1980 it was decided to assign the honorary title of "National Museum" to the most worthy public museums in order to improve their work and to create a reserve for state museums on their bases. This title was awarded by the application of the local (republican or regional) authorities of culture and was to be confirmed every 5 years. The author grouped public museums as following in the paper: 1) public museums established by the initiative of society with the support of the authorities such as Soviet and Party organizations, as well as local culture departments of district and city executive committees; 2) museums of enterprises, collective farms and organizations established by the initiative of employees or trade unions; 3) museums of educational institutions (schools, colleges, vocational schools, universities) established by the initiative of teaching staff representatives. The period of the early history of public museums in Tomsk Oblast completely coincides with national trends. In this period four public museums and one room-museum were open in the oblast. These institutions were initiated by society and supported by the party. The resolutions of the Central Committee of the CPSU of 1964 and 1982 and of the Council of Ministers of the RSFSR of 1983 encouraged this process. All public museums were of different types: for example, Tomsk had a museum of historical and revolutionary character, Podgorny District had a museum of art, Asino District had a literary museum, Verkhneketskiy District had a local history museum, Tomsk-7 (now Seversk) had a museum of military and historical character.
Период начальной истории общественных музеев на территории Томской области полностью совпадает с общегосударственными тенденциями. В период «развитого социализма» в Томской области было создано пять общественных музеев. В статье представлено авторское видение типологии общественных музеев. ; The museum network of the country in the 1960-80s included the state museums of the Ministry of Culture and their local departments, the state museums of the Academy of Sciences of the USSR and the Ministry of Higher and Vocational Secondary Education, as well as public museums. In the 1960-70s the museum network experienced a rapid growth due to public museums. Establishment of public museums became more intensive after the resolution of the Central Committee of the Communist Party of the USSR "On the greater role of museums in the communist education of the working people" of May 1964. The resolution defined the procedure of opening new museums. A new museum could be opened only under the following conditions: when it was really needed, when the room and authentic valuable exhibits for future museums were available. Furthermore, the resolution included the tasks of strengthening links between the museums and industrial and agricultural enterprises, educational institutions, scientific and creative organizations; expansion of local history movement and all forms of museum work, especially in the villages. In 1980 it was decided to assign the honorary title of "National Museum" to the most worthy public museums in order to improve their work and to create a reserve for state museums on their bases. This title was awarded by the application of the local (republican or regional) authorities of culture and was to be confirmed every 5 years. The author grouped public museums as following in the paper: 1) public museums established by the initiative of society with the support of the authorities such as Soviet and Party organizations, as well as local culture departments of district and city executive committees; 2) museums of enterprises, collective farms and organizations established by the initiative of employees or trade unions; 3) museums of educational institutions (schools, colleges, vocational schools, universities) established by the initiative of teaching staff representatives. The period of the early history of public museums in Tomsk Oblast completely coincides with national trends. In this period four public museums and one room-museum were open in the oblast. These institutions were initiated by society and supported by the party. The resolutions of the Central Committee of the CPSU of 1964 and 1982 and of the Council of Ministers of the RSFSR of 1983 encouraged this process. All public museums were of different types: for example, Tomsk had a museum of historical and revolutionary character, Podgorny District had a museum of art, Asino District had a literary museum, Verkhneketskiy District had a local history museum, Tomsk-7 (now Seversk) had a museum of military and historical character.
Первые школьные музеи возникают еще в 1920-х гг., однако наибольшее развитие этот процесс получил со второй половины 1950-х гг., и особенно в 1970-е гг. – под влиянием широкомасштабных акций, поводившихся комсомольскими и пионерскими организациями. Школьным музеям Бурятии оказывалась помощь на самых разных уровнях власти, а также государственными музеями. Многие школьные музеи становились базовыми при создании общественных музеев. К 2010 г. в Республике Бурятия работало более 200 школьных музеев различного профиля: комплексные краеведческие, воинской славы, этнографические, литературы и искусства, истории образования, историко-археологические, музей Матери. В их коллекциях хранится более 15 000 подлинных памятников истории и культуры народов Забайкалья. Традиционно в музеях образовательных учреждений представлен стандартный набор разделов – краеведения, этнографии, истории школы и т. д. В настоящее время их структура подвергается различного рода инновациям. Инновационные подходы, которые используются музеями в своей деятельности, определяются новизной идеи, концепции функционирования. ; The first school museums has been established in 1920th, however the greatest development of this process has received about the second half of 1950th, and especially in 1970th – under the influence of large-scale actions, spent by the komsomol and pioneer organizations. The first school museums in the Buryatiya appeared in 1920th in the relation of wide spreading of the local lore research. School museums of republic were helped at different levels of the authority, and also by the state museums. Many school museums became bases in creation of public museums. By 2012 in Republic Buryatia more than 200 school museums of a various profile worked: their topics are complex of regional studies, glory of military, ethnography, literature and art, history of education, history and archaeology ones, role of Mother. In their collections more than 15 000 original objects of history and culture of the people of Transbaikalia are stored. In the past in museums of educational institutions the standard set of sections is presented – studies of local lore, ethnography, school history etc. Nowadays their structure is exposed a various sort of innovations. Innovative approaches which are used by museums in the activity, are defined by novelty of idea, concept of functioning.
