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This article examines, for the first time, the activities of Fedor Sannikov as the superintendent of Yekaterinburg schools, based on archival documents. It is noted that he had to fulfill his duties in a difficult environment, as tensions arose between him and the administration. As a result, his proposals were likely intentionally delayed or rejected. Despite the unfavorable attitude and even resistance from his superiors, Sannikov made every effort to modernize the schools. In particular, he insisted on reintroducing parallel vocational training for students, as introduced by V. N. Tatishchev according to a document from 1736. Sannikov repeatedly made proposals to increase the number of teachers in the arithmetic school, where he taught over 100 students. It has been established that under the supervision of the superintendent, there were more than 270-280 students in Yekaterinburg schools by the mid-18th century, and Sannikov was aware of the financial situation, abilities, and academic achievements of each of them. In the conditions of rising costs in the late 1740s, he proposed training students in crafts and allowing them to work in workshops in the second half of the day, as the students’ government stipend was not enough for clothing, shoes, food, and many had to rely on charity. Sannikov also paid attention to the education of noble children whose parents were not inclined to send them to schools.

The activity of the teacher of the Yekaterinburg arithmetic school, who managed through self-education, great dedication to earn the rank of chief officer, that is, chief officer, is considered. The training program has been disclosed. It is shown that in the conditions of the acute need of the factories for young people who know the basics of mathematics, the students were assigned to cases without completing the full course. The number of school students for thirds of the year, the number of collective enrollments were established, the total number of students trained by Sannikov was calculated - at least 156. It is shown that the school entered at the age of 9 to 20 years, among them were the children of officers, clerks, most of them were the children of masters, apprentices, factory workers, there were children of soldiers. At the same time, Sannikov taught arithmetic to students from other schools in Yekaterinburg, supervised training in the arithmetic schools of the Uktussky and Verkh-Isetsky factories. Sannikov’s advanced views on the methods of education and punishment of children are characterized. A wide range of additional assignments assigned to Sannikov as a qualified specialist is presented: searching for places for the construction of factories, searching for silver, preparing hundreds of drawings of factories, teaching drafting to young people, monitoring meteorological observations in Yekaterinburg, etc.

This article is based on a set of archive documents introduced into scientific circulation, and comparative analysis of census data, as well as student’s progress reports. The paper is the first to reconstruct the organization and activities of the Kungur word school, about which nothing is known in the literature. The author reveals a special position of this educational institution, initiated by V. N. Tatishchev, in the system of Mining authorities’ schools. It was the only school acting in a town rather than in a factory settlement, that subordinated not to the factory office, but to the Perm Zemstvo. The school was distinguished by a special social structure of its pupils, children of clerks, priests and churchmen who lived in the territory of the Kungur district. While the children of factory workers, who constituted the majority in mining schools, began their school education with the alphabet with a rare exception, 60 % of the Kungur school pupils were taught to read and write at home. The peculiarity of enrollment to this school was a high proportion of young men from 15 to 20 years old. Only in this school the students did not receive any state salary. Most of them were taken from villages and forts of the Kungur district, and all the students, including orphans, studied away from home without any support from the Mining authorities. Meanwhile both clergy and clerks could assign their sons to the service at their own will, rather than at the behest of the authorities. At the same time the Chancellery of the Chief Mining Authorities tried to control the assignment of apprentices. It sent the Kungur schoolchildren to enter the German and Latin schools in Ekaterinburg, so it was not earlier than 1740 that pupils in Kungur began learning arithmetic. The author managed to determine the fate of most of the students from that school: the number of those dismissed to the Vyatka Bishop’s school in 1736, and those transferred to the German and Latin schools of Ekaterinburg and also them who continued their studies at the Kungur Arithmetic school and were assigned to the Perm Land Office and Perm Provincial Office. The school ceased to operate in 1740 as a result of prohibition to teach the children of clergy in mining schools, received from the Governing Synod and the General-Berg Direktorium. Further research is needed to discover the fate of the last six pupils who remained in the school after the dismissal and sending to Vyatka Bishop’s school 15 clergy children in 1740.

The history of the organization of the verbal school at the Alapaevsky factory, where children from the Sinyachikhinsky and Susansky factories, located 10 and 16 versts from it, were studied. The results of the children census in 1734, who lived in the territory of factory settlements and ascribed settlements, are disclosed. Based on the formation of an information base about students, the social and age composition of the students of the Alapaevskaya school was analyzed, all the main and additional admissions of children to school in 1735—1742 were identified. It has been established that in 1742 138 children were taught to read and write by the exiled Ivan Belyaev. The methods of teaching literacy are described. It is reported about the escapes of students from school, about the attempts of parents of raznochintsy, assigned to factories, to free their children from education in connection with the need to pay a chevage. The fate of students is traced: group transfers to an arithmetic school, where 72 % of children who have mastered literacy continued their education, the distribution of some of the underachieving and “age” students “to work” until the end of their studies. The consequences of chronic overspending of funds entitled for the activities of schools by the factory states in 1735 are revealed. The question was raised about the need to study the events of the last two years of the school’s activity, as well as the life of 50 of its students, who began teaching literacy in 1741—1742.

The article deals with the issue of opening the first verbal schools of the mining department in the Urals in 1721. V. N. Tatishchev, appointed by the Berg Collegium as the head of state-owned factories in 1720, decided to open literacy schools at two factories that were then in the mining department, and settlements assigned to them. In the very first normative document that regulated the activities of the factory commissar, he devoted one of the chapters to schools. The document is of particular interest as the first pedagogical experience of V. N. Tatishchev, who assumed responsibility for organizing verbal schools without waiting for the approval of the Berg Collegium. The norms of punishment concerning the reasons for opening schools, the duties of the commissioner for their arrangement, the duties of teachers, determining the sources of their support through special collections of money from local residents are analyzed in the article. The plan conceived by V. N. Tatishcheva was successfully implemented; in 2-3 years, more than a hundred children of factory residents, church ministers, landless peasant, and peasants learned to read and write in schools. Gradually, the factory authorities increased their share in the financing of schools up to the appointment of state salaries for needy schoolchildren.

Magnetic reconnection can occur when two plasmas, having anti-parallel components of the magnetic field, encounter each other. In the reconnection plane, the anti-parallel component of the field is annihilated and its energy released in the plasma. Here, we investigate through laboratory experiments the reconnection between two flux tubes that are not strictly anti-parallel. Compression of the anti-parallel component of the magnetic field is observed, as well as a decrease of the reconnection efficiency. Concomitantly, we observe delayed plasma heating and enhanced particle acceleration. Three-dimensional hybrid simulations support these observations and highlight the plasma heating inhibition and reconnection efficiency reduction for these obliquely oriented flux tubes., (© 2022. The Author(s).)